Nevada  State  Dniyersity 

1874-1904 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


Nevada  State  University 
Tri- Decennial    Celebration 

May  28  to  June  2,  1904 


Edited  By 
J.  E,  Church,  Jr. 


Memorial  Volume 


Press  of 

BaRNDOLLAR   &   DURLEY 

Reno,   Nevada 


Dedication 

To  the  University  Pioneers,  whose  faith   made  the 
founding  of  this  University  possible. 


3  7^'  7.  ^ 


Contents 


PAGE 

Dedication 2 

Illustrations 4 

Acknowledgments 5 

Committee  on  Tri-Decennial  Celebration 7 

Historical  Sketch — Professor  Romanzo  Adams 9 

Commencement  Exercises  and 
Tri-Decennial  Celebration 

Program  24 

Baccalaureate  Services 

Program 26 

Baccalaureate  Sermon,  "The  Genuine  Culture  of  Life" — 

President  Joseph  lidward  Stubbs 27 

Tri-Decennial  Celebration 

Program 50 

Address   of   Welcome — Honorable    George    F.    Turrittin, 

Mayor  of  Reno -.  51 

A  Greeting  From  the  Pioneers — Honorable  Cranston  Allen, 

Oldest  Surviving  Member  of  the  Legislatureof  1873.  5^ 

Letters  of  Congratulation  and  Regret 53 

The  Pioneer  Class 60 

The  University's  First  President,  Le  Roy  D.  Brown:  a  Trib- 
ute From  His  Son — Thomas  P.  Brown 61 

"University  Hymn" — Sam  Davis 67 

The  Spirit-of  the  Pioneers:  By   One  of  Them — Professsor 

Emeritus  Hannah  K.  Clapp 68 

What  the  University  Stands  For — Professor  N.  E.  Wilson.  74 

"My  Own  Nevada" — Robert  Whitaker 84 

The  University  and  the  State — Judge  G.  F.  Talbot,  Associ- 
ate Justice  of  the  Supreme  Court 85 

The  University  and  the  National  Government 91 


r-'i'^.O 


TRI-DECENNIAL   CELEBRATIOS 
Memorial   Services 

PAGE 

I'rdKrnm 94 

riu-  Departed  University  Pioneers — R.  L.  Fulton 95 

The  Departed  Alumni  and  Students — E.  H.  Caine 118 

I'raypr 124 

III  Mcmoriam 124 

Alumni    Banquet 

Toasts   126 

The    University:    the    Baby — Honorable    D.    R.   Sessions, 

First  Principal  of  the  University 127 

"Retrospect" — Sara  Davis 134 

Our  President — Professor  Laura  De  Laguna 135 

The  University:  the  Man  That  is  to  Be — President  Joseph 

Fdward  Stubbs 138 

"To  N.  S.  U."— Robert  Whitaker 143 

"A  Song  to  N.  S.  U."— Miss  Elizabeth  S.  Stubbs   144 

Commencement  Exercises 

Program 146 

Annual  Commeucement  Address,  "Education  for  Com- 
merce as  a  Profession" — Professor  Carl  C.  Plehn, 
University  of  California 147 


Catalogue  of  Graduates 


College  of  Arts  and  Science ..   162 

College  of  Engineering 174 

College  of  Agriculture  and  Domestic  Arts 184 

State  Normal  School 186 

Addenda 202 

Higher  Degrees 203 

Honorary  Degrees 204 

Illustrations 

Main  Entrance  to  the  University Frontispiece 

The  late  John  Newton  Evans,  University  Regent,  1897-1903.  6 

Board  of  Regents 8 

President  Joseph  Edward  Stubbs 27 

LeRoy  I).  Brown,  First  President  of  the  University,  1SS7-89.  61 

Professor  Emeritus  Hannah  K.  Clapp    68 

Panorama  of  the  University  Campus 78 

Honorable  I).  R.  Sessions,   First   Principal  of  the  Univer- 
sity, 1874-78 127 


Acknowledgments 


The  publication  of  this  volume  was  made  possible  by    the 
generosity  of  the  following  citizens: 

Francis  G.  Newlands 

John  Sparks 

G.  F.  Talbot 

Cheney,  Massey,  and  Smith 

Orvis  Ring 

Farmers  and  Merchants  National  Bank 

Robert  L.  Fulton 

J.  N.  Evans,  Deceased 

Washoe  County  Bank 

George  H.  Taylor 

The  Humphrey  Supply  Company 

C.  Novacovich 

Reno  Mercantile  Company 

J.  R.  Bradley  Company 

Henry  Anderson 

Matthew  Kyle 
Robert  L.  Lewers 
P.  L.  Flanigan 
W.  H.  Patterson 
Nevada  Meat  Company 
Richard  Kirman 
W.  W.  Booher 
John  F.  Bray 
Sardis  Summerfield 
Bank  of  Nevada 
Frank  H.  Norcross 
In   the  editorial  work,   material  assistance  was  rendered    by 
Professor  Gordon  H.  True  and  Professor  Romanzo  Adams,  mem- 
bers of  the  Committee  on  University  Publications. 


Regent  John   Newton   Evans 


A  statement  of  obligation  would  be  incomplete 
without  an  acknowledgment  of  personal  indebtedness 
to  the  late  Regent  Evans,  whose  tragic  death  removed 
him  from  the  councils  of  the  Committee  on  Celebration. 
Mr.  livans  was  president  of  the  Board  of  Regents  when 
the  plan  of  holding  a  Tri-Decennial  Celebration  was 
first  proposed  to  that  body,  and  the  enthusiastic  support 
which  he  at  that  time  promised  the  movement,  was 
given  throughout  by  his  successor,  Regent  Bray,  and 
by  his  colleagues  on  the  board.  By  his  death  at  this 
time,  the  celebration  of  the  university  became  also  the 
memorial  of  one  of  its  most  loyal  pioneers. 


Ri(;K,\r  John    Niwion    1',\  a.\; 

Dll'I)    N()\  h\llil  k     I  .^  ,     I  i;(^  ^ 


Committee    on    Celebration 


Regents — Richard  Kirman,  W.  W.  Booher,  and    John    Edwards 
Bray. 

Representing  the  Faculty — Professors  J.  E.  Church,  Jr.,  Romanzo 
Adams,  and  R.  L.  Lewers. 

Representing  the  Alumni  Associations — 

University — Hon.  F.  H.  Norcross,  Hon.  H.  C.  Cutting,  Mr. 
E.  E.  Caine,  Miss  Elizabeth  Stubbs. 

Normal — Miss  Stella  Webster,  Miss  Helena  Joy,  Miss 
Frances  Frey,  Miss  Jennie  Jameson. 

County  Representatives — 

Churchill— Hon.  W.  C.  Grimes,  Mr.  E.  A.  Freeman. 

Douglas — Hon.  H.  F.  Dangberg,  Jr.,  Hon.  H.  Springmeyer. 

Elko— Mr.  W.  T.  Smith,  Mr.  L.  L.  Bradley. 

Esmeralda — Mr.  Philip  McGrath,  Hon.  Samuel  R.  Wasson. 

Eureka — Mr.  John  Hancock,  Mr.  I.  C.  C.  Whitmore. 

Humboldt— Mr.  F.  M.  Lee,  Hon.  W.  C.  Pitt. 

Lander — Mr.  L.  A.  Lemaire,  Judge  W.  D.  Jones. 

Lincoln — Hon.  H.  E.  Freudenthal,  Hon.  Levi  Syphus. 

Lyon— Captain  Herman  Davis,  Hon.  John  Young. 

Nye— Hon.  T.J.  Bell,  Mr.  T.  L.  Oddie. 

Ornisby — Ex-Governor  R.  K.  Colcord,  Hon.  Eugene  Howell. 

Storey — Mr.  G.  McM.  Ross,  Major  F.  M.  Huffaker. 

Washoe — Judge  A.  E.  Cheney,  Mr.  John  Sunderland,  Sr. 

White  Pine — Hon.  H.  A.  Comins,  Hon.  Charles  Greene. 

Members  at  Large-^V' 

"  Glrvernor  Joun  Sparks,  Mrs.  A.  Card,  Mr.  Joseph  A.  Ryan, 

Mrs.  J.  F.  Holland,  Miss  Lida  Russell,  Hon.  George  S.  Nixon, 
Mr.  William  Smiley,  Hon.  Joseph  Hill,  Mrs.  C.  T.  Bender, 
Mrs.  P.  L.  Flanigan..^Irs.  H.  H.  Howe,]Hon.  J.  D.  Torreyson, 
Mr.  A.  J.  Taylor,  Mr.  O.  J.  Smith,'  Judge  B.  F.  Curler, 
Mrs.  Mark  C.  Averill,  Mr.  Charles  Butters,  Mr.  R.  L.Fulton, 
Hon.  Sardis  Summerfield,  Hon.  A.    W.  Goble,  Hon.   John 


TRI-DECENNUL   CELEBRATION 

Shier.  II(jii.  J.  A.  DlmiIoh,  Mr.  R.  \\.  Richardson,  Hon. 
Jaiucs  II.  Marriott. 

Committee  on  Decoration — 

Mrs.  Sardis  Summerfield,  Miss  Katherine  Lewers,  Mrs.  L. 
W.  Ciishnmn,  assisted  by  Mr.  Richard  Brown,  Superintend- 
ent of  Buildings  and  Grounds,  and   Mr.  Abram  Steckle. 

Committee  on  Music — 

Mrs.  A.  L.  Lay  ton,  Mrs.  H.  H.  Howe,  Prof.  Ronianzo 
Adams,  Prof.  J.  E.  Church,  Jr. 


BOARD  OF   REGENTS 

1904 


Richard  Kirman,  President 

W.    \^   .    BoOHER 

loHN  Edwards  Brav 


Geor(;e  H.  Taylor,  Secrhakv  I 


The    University 

An   Historical   Sketch 


By    Professor   Romanzo  Adams 


n^HE  American  state  universities  owe  their  origin 
chiefly  to  a  national  policy  which  is  more  than  a 
century  old.  In  1787,  the  year  of  the  Constitutional 
Convention,  when  there  was  still  great  uncertainty  as 
to  the  future  of  the  country,  whether  it  would  be  bound 
into  one  nation  or  whether  it  would  exist  as  many  jan- 
gling states,  the  old  congress  of  the  Confederation,  in 
session  for  the  last  time,  made  the  significant  declara- 
tion that 

"Religion,  luorality,  and  knowledge  being  necessary  to  good 
government  and  the  happiness  of  mankind,  schools  and  the 
means  of  education  shall  be  forever  encouraged." 

In  pursuance  of  this  policy,  Ohio,  the  first  public 
land  state  to  be  admitted  into  the  Union,  received  by 
act  of  Congress  seventy-two  sections  of  land  to  be  de- 
voted to  the  purposes  of  higher  education.  As  the 
country  developed,  the  provisions  of  this  act  were  ex- 
tended to  each  of  the  new  states  and  territories  in 
which  there  was  public  land,  and  upon  these  founda- 
tions have  developed  nearly  all  of  our  American  state 
universities. 


TRl    DECENNIAL    CELEBRATION 

A^,'riiii.  when  the  life  of  the  nation  was  in  danger, 
wIrii  the  jjcrpetuity  of  our  institutions  was  threatened 
through  civil  war.  when  the  cf)untry's  resources  were 
taxed  to  the  utmost,  a  second  great  step  in  the  develop- 
ment f)f  governmental  policy  toward  higher  education 
was  taken.  On  July  2,  1.S62  President  Lincoln  approved 
the  Morrill  Act  which  provides  that  each  state  shall  re- 
ceive thirty  thousand  acres  of  public  land  for  each 
senator  and  member  of  the  House  of  Representatives, 
tlie  proceeds  derived  from  the  sale  of  which  shall  be  de- 
voted to  the 

"iiKiuwiiient,  siijfport,  and  niainteuaiice  of  at  least  one 
collej^c  where  the  leading  object  shall  be,  without  excluding  other 
scientific  and  classical  studies,  and  including  military  tactics,  to 
teach  such  branches  of  learning  as  are  related  to  agriculture  and 
the  mechanic  arts,  in  such  manner  as  the  legislatures  of  the  sev- 
eral states  may  respectively  prescribe,  in  order  to  promote  the 
liberal  and  practical  education  of  the  industrial  classes  in  the 
several  pursuits  and  professions  of  life." 

The  provisions  of  this  act  were  extended  to  new- 
states  and  territories  from  time  to  time,  and  resulting 
from  it,  is  the  magnificent  system  of  colleges  of  agricul- 
ture and  mechanic  arts.  In  many  states  the  colleges  of 
agriculture  and  mechanic  arts  exist  as  separate  institu- 
tions, while  in  others,  as  in  Nevada,  they  exist  as  de- 
partments of  the  state  universities. 

It  is  an  interesting  coincidence  that  both  of  these 
great  acts  of  national  policy  with  reference  to  higher 
education  came  out  of  times  of  storm  and  stress.  Each 
is  evidence  of  the  farsighted  wisdom  of  its  author. 

What  is  better  designed  to  guarantee  the  perpe- 
tuity of  our  nation  and  its  free  institutions  than  that 
exact  scientific  knowledge  which  has  bound  the  parts 
of  the  nation  together  in  an   industrial  sense  and  that 


AN  HISTORICAL  SKETCH 

breadth  of  view,  that  breadth  of  sympathy,  that  just 
appreciation  of  what  is  best  in  the  achievement  of  the 
past,  which  it  is  the  function  of  the  university  to  foster? 

By  an  act  of  Congress  approved  July  4,  1866  the 
provisions  of  the  general  acts  above  mentioned  were  ex- 
tended to  Nevada,  thus  giving  seventy-two  sections  of 
land  for  the  university  and  ninety  thousand  acres  for 
the  college  of  agriculture  and  meclianic  arts.  By  a 
further  provision  the  state  was  authorized  to  divert  the 
money  derived  from  the  sale  of  the  last  named  lands 
from  the  teaching  of  agriculture  and  the  mechanic  arts 
to  that  of  the  theory  and  practice  of  mining.  From  the 
sale  of  land  the  university  has  received  in  all  over 
$135,000  most  of  which  is  invested  in  four  per  cent 
bonds  of  the  United  States,  of  the  State  of  Nevada,  and 
of  the  State  of  Massachusetts.  The  interest  only  may 
be  used.     This  amounts  to  over  $5000  yearly. 

The  gift  of  land,  however,  was  only  the  beginning 
of -national  aid  to  the  university.  Through  the  Hatch 
Act,  approved  by  President  Cleveland  March  2,  1887. 
the  state  experiment  station  receives  $15,000  annually; 
and  through  the  Morrill  Act,  approved  by  President 
Harrison,  August  3,  1890,  the  college  of  agriculture  and 
mechanic  arts  receives  $25,000  annually.  All  in  all,  the 
university  receives  from  the  national  government  over 
$45,000  annually,  and  this  constitutes  approximately 
three  fourths  of  its  support. 

On  account  of  the  liberal  aid  received  from  the 
national  government  it  has  not  been  necessary  hitherto 
for  the  state  to  raise  a  large  amount  by  taxation  for  the 
support  of  its  university.  During  a  part  of  the  uni- 
versity's life  the  state  contribution  toward  ordinary 
expenses  has  been  nothing  or  merely  nominal.  All 
the  buildings,  however,  have  been  built  by  the  stale. 


TRI-DECENNUL    CELEBRATION 

and  in  recent  years  the  re};ular  annual  apprf>priatioii 
has  been  increased  gradually  until  it  is  now  over 
Si5,ooo.  Doubtless,  in  the  future  the  legislature,  by 
means  of  larger  appropriations,  will  enable  the  univer- 
sity to  meet  the  increasing  demands  placed  upon  it. 

The  constitution  of  Nevada  has  the  following  pro- 
\isions  relative  to  the  state  university: 

"The  legislature  shall  provide  for  the  establishment  of  a 
state  university  which  shall  embrace  departments  for  agriculture 
and  mechanic  arts  and  mining,  to  be  controlled  by  a  Hoard  of 
Regents  whose  duties  shall  be  prescribed  by  law." 

"The  legislature  shall  have  power  to  establish  normal 
schools  and  such  different  grades  of  schools  from  the  primary 
ilepartment  to  the  university  as  in  their  discretion  they  may 
deem  necessary." 

The  first  legislature  under  the  constitution  by  an 
act,  approved  March  19,  1865,  provided  for  the  estab- 
lishment of  an  agricultural  and  mechanical  college  to 
be  located  in  Washoe  County.  But  there  was  no  real 
demaud  in  the  state  as  yet  for  higher  education.  Prac- 
tically the  whole  population  of  the  state  had  entered 
its  borders  within  a  very  few  years  and  the  people  had 
not  come  in  quest  of  educational  opportunities.  As  a 
consequence  of  this  indifference,  the  provisions  of  this 
act  never  became  operative.  During  the  period  from 
1865  to  1873  th^  board  of  regents  held  sessions  as  fre- 
quently as  necessary  to  make  provision  for  locating  and 
disposing  of  public  lands,  and  thus  rendered  useful  ser- 
vice to  the  university  while  as  yet  it  was  not. 

The  actual  establishment  of  the  university  was 
provided  for  by  an  act,  approved  by  Governor  Lewis  R. 
Bradley,  March  7,  1S73,  By  this  act  the  university 
was  located  at  Elko  on  condition  that    this  city  should 


12 


JN  HISTORICAL  SKETCH 

provide  grounds  and  a  suitable  building.  This  condi- 
tion was  complied  with  and  the  board  of  regents  re- 
ceived the  deed  of  transference  June  23,  1874.  The 
work  of  the  preparatory  department  began  on  the 
twelfth  day  of  the  following  October  with  seven  pupils 
in  attendance  and  with  D.  R.  Sessions,  A.  M.,  as  prin- 
cipal and  sole  teacher. 

During  the  years  at  Elko  the  school  did  not  flour- 
ish greatly.  There  were  never  more  than  thirty-five 
pupils  enrolled  in  one  school  year  and  not  over  half  of 
these  came  for  the  whole  year.  Although  a  suitable 
dormitory  building  was  erected  for  outside  students,  it 
was  never  occupied  by  more  than  three  or  four  at  a 
time.  Practically,  the  attendance  was  confined  to  res- 
idents of  Elko.  The  work  was  of  grammar  and  lower 
high  school  grade,  few  pupils  remaining  in  attendance 
for  as  much  as  two  years. 

Mr.  Sessions  served  as  principal  for  over  four  years 
when  he  resigned  to  accept  the  office  of  state  superin- 
tendent of  public  instruction.  His  successors  were  W. 
C.  Dovey,  1879-81;  T.  N.  Stone,  1881-3;  E.  S.  Farring- 
ton,  1883-4;  and  A.T.Stearns,  1885.  A  mining  depart- 
ment was  added  in  1882  with  J.  E.  Gignoux  at  its  head. 
Although  the  attendance  during  these  early  years  was 
small  and  irregular.  Principal  Sessions  and  his  success- 
ors were  able  to  secure  some  results  worthy  of  their 
faithful  efforts.  The  peculiar  merit  of  Mr.  Sessions' 
teaching  was  that,  as  far  as  possible,  he  adapted  his 
instruction  to  the  individual  needs  of  each  pupil.  The 
instruction  it.self  was  largely  individual,  each  pupil 
concentrating  his  attention  upon  some  one  thing  and 
doing  that  well.  Mathematics  was  a  favorite  subject. 
While  no  students  were  graduated  in  this  period,  there 
are  still  in  the  state  a  number  of  representatives  of  these 


»3 


TRI-DECENNIAL   CELEBRATION 

early  classes  and  their  success  in  life  reflects  credit  alike 
upon  themselves  and  upon  the  old  school  at  Elko. 

On  account  of  the  sniallness  of  the  attendance  at 
the  university,  it  was  considered  advisable  to  move  it  to 
the  western  part  of  the  state  where  the  population 
was  {greater.  Consequently,  on  March  7,  1885  an  act 
changing  the  location  to  Reno  received  the  approval  of 
Governor  J.  W.  Adams.  This  was  the  twelfth  anniver- 
sary of  the  day  on  which  the  university  was  estab- 
lished. 

The  first  floor  of  Morrill  Hall  having  been  com- 
pleted, the  preparatory  and  mining  departments  were 
reopened  at  Reno  in  March,  1886,  with  J.  \V.  McCammon, 
A.  B.,  as  principal  and  A.  H.  Willis,  A.  M.,  as  instructor 
in  mining  and  assaying. 

During  the  one  year  these  men  served  the  institu- 
tion, the  plan  of  work  developed  at  Elko  was  followed 
in  the  main.  The  spring  and  summer  of  1887  was  de- 
voted to  the  work  of  completing  Morrill  Hall,  and  on 
the  fifth  of  September  the  university  opened  its  doors 
to  students  with  LeRoy  D.  Brown,  A.  M.,  Ph.  D.,  as 
president. 

The  year  1887  marks  the  close  of  a  distinct  period 
in  the  university's  history  and  the  beginning  of  another 
equally  distinct.  Heretofore  it  had  been  recognized 
only  as  a  preparatory  school.  Now  it  assumed  the 
name,  university,  and  its  executive  head  received  the 
titleof  president.  While  the  mere  change  of  namedid  not 
immediately  transform  the  school  into  a  university  in 
fact,  it  did  mean  that  the  people  of  the  state  had  decided 
to  make  it  a  university  in  fact  as  well  as  in  name.  To 
this  end  they  began  to  make  more  adequate  financial 
provision.  After  thirteen  years  of  work  in  which  the 
institution  wisely  and  frankly    confined    its    eflForts   to 


«4 


AN  HISTORICAL  SKETCH 

work  of  grammar  and  high  school  grade,  it  now  began 
to  seek  the  field  of  higher  education  for  which  it  was 
primarily  designed.  Before  it  could  become  a  university 
it  had  two  tasks  to  accomplish.  First,  it  had  to 
broaden  the  scope  of  its  work  and,  second,  it  had  to 
raise  its  standard  of  scholarship.  Any  one  who  would 
understand  the  course  of  the  university  during  the 
years  from  1887  to  1904,  must  see  these  two  demands  as 
determining  its  aims  and  ideals.  From  this  standpoint 
its  whole  course  may  be  seen  as  a  unity.  Greater  than 
any  individual  man  or  woman  who  has  exemplified  it, 
this  university  ideal  has  determined  the  broad  lines  of 
the  school's  policy  continuously,  whatever  changes 
there  may  have  been  in  the  personnel  of  the  faculty. 
Not  always  with  most  speed,  not  always  with  greatest 
wisdom,  but  none  the  less  surely  has  the  university 
been  approaching  the  real  university  ideal.  Great 
credit  attaches  to  the  work  of  those  men  and  women 
who  as  regents  and  members  of  the  faculty  contributed 
to  the  progress  of  these  years,  but  back  of  the  efforts  of 
these  few  individuals  was  developing  the  State  of 
Nevada  which  was  passing  from  the  early  pioneer  stage 
to  a  stage  of  more  settled  conditions.  There  was  com- 
ing to  be  a  real  demand  for  higher  education. 

The  faculty,  consisting  of  two  members.  President 
Brown  and  Professor  Hannah  K,  Clapp,  in  the  fall  of 
1887,  was  increased  to  four  before  the  end  of  the  year 
and  to  seven  before  the  end  of  the  second  year.  Dur- 
ing these  two  years  was  worked  out,  in  the  rough,  the 
plan  of  organization  which  exists  today.  During  the 
first  year  four  departments  were  recognized  although 
they  were  not  fully  organized.  They  were  the  school 
of  liberal  arts,  and  the  raining,  the  normal,  and  the 
commercial   schools.       Walter    McNab    Miller    came  as 


»5 


TRI-DECENNIAL   CELEBRATION 

jtrotcssor  of  natural  science  in  October  1887,  and  William 
B.  DauRherty  began  the  work  of  the  commercial  depart- 
ment in  the  following  spring.  The  school  of  mines  was 
organized  with  Robert  D.  Jackson,  Ph.  B..  at  its  head  in 
the  fall  of  1888.  At  the  same  time  Miss  Kate  N.  T. 
Tupper  became  the  first  head  of  the  normal  school. 

In  October  of  the  same  year  (18S8)  Lieutenant 
Arthur  C.  Ducat,  Jr.,  organized  the  military  depart- 
ment. The  experiment  station  was  organized  in  1889, 
I'resident  Brown  acting  as  director.  President  Brown's 
two  years  was  a  period  of  beginnings. 

During  the  administration  of  President  Jones,  1889 
to  1.S94,  the  forces  which  were  shaping  the  university 
took  more  definite  form.  What  was  at  tirst  hardly 
tuore  than  an  organization  in  outline  now  became  a  real 
organization..  In  1889  small  classes  were  graduated 
from  the  normal  and  commercial  schools,  but  not  until 
1891  were  there  any  graduates  from  the  school  of  liberal 
arts,  while  the  schools  of  mines  and  agriculture  grad- 
uated their  first  students  in  1892. 

Those  were  days  in  which  the  present  traditions 
and  ideals  of  the  university  were  forming.  The  period 
is  best  characterized  by  one  who  by  reason  of  playing  a 
part  therein,  is  familiar  with  its  men  and  its  tendencies: 

(Professor  Henry  Thurtell  in  1904  Artemisia) 

"The  faculty  consisted  almost  entirely  of  men  in 
the  prime  of  young  manhood,  not  as  full  of  learning  as 
the  faculties  of  older  institutions,  but  full  of  vital  en- 
ergy and  ambition,  devoted  to  the  university  and  alive 
to  every  opportunity  to  advance  what  each  believed  to 
be  for  the  general  good.  They  were  not  always  united 
in  opinion  concerning  the  various  matters  that  came  be- 
fore them  for  consideration.       The  discussions  in  these 


AN  HISTORICAL  SKETCH 

faculty  meetings  were  animated  and  exhilarating,  but 
did  not  always  result  in  the  substantial  unanimity  of 
conclusion  that  might  have  been  expected  from  the 
length  and  strength  of  the  arguments  advanced.  How- 
ever, the  vigor  of  debate  and  the  warmth  of  rejoinder 
and  repartee  seldom  were  allowed  to  make  unpleasant 
the  social  good  feeling  that  prevailed  between  the  dif- 
ferent members.  Here  was  a  university  in  process  of 
being  constructed,  put  together  by  men  trained  in 
widely  different  schools.  Each  man  had  his  own  ideas, 
gained  by  experience,  or  acquired  without  experience, 
of  methods  and  manners  of  accomplishing  desired  re- 
sults. Each  was  somewhat  tenacious  of  his  own  opinion 
and  some  were  more  or  less  impatient  of  the  opinions  of 
others,  but  out  of  these  long  and  occasionally  spicy  dis- 
cussions grew  the  policy'  that  has  made  tlie  university 
what  it  is  today." 

During  the  administration  of  President  Stubbs  the 
scope  of  the  work  has  been  broadened  by  the  addition 
of  three  schools,  the  school  of  mechanical  engineering, 
the  school  of  civil  engineering,  and  the  school  of  domes- 
tic arts  and  science.  The  university  high  school  has 
been  organized,  consisting  of  a  preparatory  and  a  com- 
mercial department.  In  the  earlier  years  the  commercial 
school  subserved  the  double  purpose  of  preparing  for 
practical  business  life  and  also  for  entrance  into  the 
university,  although  little  more  than  a  good  common 
school  education  was  required  for  such  entrance.  After 
the  creation  of  the  preparatory  high  school,  the  com- 
mercial school  continued  to  be  preparatory  for  the 
technical  schools  for  a  number  of  years;  but  gradually 
the  two  high  schools  have  differentiated  in  function, 
each  developing  special  characteristics  adapting  it  to 
the  needs  of  its  students. 


»7 


TRI-DECENNUL   CELEBRATION 

TIk- chief  si j^Miilk-aiicc  of  the  university  high  school 
is  that  through  it,  as  well  as  through  the  development 
of  the  high  schools  of  the  state,  the  university  has  been 
able  to  raise  its  entrance  requirements  by  about  two 
and  one-half  years.  This  rise  came  about  very  gradu- 
ally, extending  over  a  period  of  about  eight  years. 
Probably  this  is  the  most  important  change  of  the  last 
ten  years.  It  would  hardly  be  too  much  to  say  that  it 
means  the  passing  of  the  university  from  the  field  of 
secondary  education  to  the  field  of  higher  education. 

Viewed  from  this  standpoint,  it  appears  that  the 
institution  is  now  just  entering  upon  a  new  stage  in  its 
development.  Having  passed  through  a  period  of  rapid 
change,  it  now  enters  upon  a  more  even  course.  Not 
that  development  will  cease,  but  that  it  will  be  different 
in  character,  is  the  point.  The  course  of  study  has  been 
constantly  in  a  transitional  state,  and  consequently  some- 
what uncertain  in  its  demands.  The  same  could  be  said 
of  the  entrance  requirements.  In  both  cases  this  ten- 
dency to  change  will  be  much  less  observable  in  the 
future.  Moreover,  there  will  be  fewer  changes  in 
departmental  organization.  Possibly,  new  schools  may 
be  added  in  the  course  of  years,  but  they  will  come  in 
more  slowly,  if  at  all,  and  they  will  be  so  co-ordinated 
with  the  existing  schools  as  to  cause  comparatively 
slight  readjustment. 

Such  development  as  may  come  in  the  next  five  or 
ten  years — and  it  is  sure  to  be  considerable — will  be  in 
the  way  of  finer  adjustments  within  the  existing  organi- 
zation. The  system  of  admitting  new  students,  of  clas- 
sifying, promoting,  and  graduating  them  will  become 
more  definite.  The  instruction  given  in  the  various 
departments  will  be  better,  and  it  will  be  better  co-ordi- 
nated.   Students  will  be  better  able  to  select  their  work 


i8 


AN  HISTORICAL  SKETCH 

under  the  group  elective  system.  Library  and  labora- 
tory facilities  for  advanced  work  will  be  improved.  The 
plan  of  one  year's  leave  of  absence  in  seven  for  the 
members  of  the  faculty  will  give  them  such  opportunity 
for  study  and  travel  as  is  necessary  to  keep  in  closest 
'touch  with  the  scientific  and  educational  progress  of 
the  age.  All  in  all,  the  university  is  sure  to  be  a  great 
gainer  through  these  many  minor  changes.  In  fact, 
they  can  be  considered  minor  changes  only  when  com- 
pared with  the  more  rapid  and  radical  changes  incident 
to  the  newness  of  the  early  days  of  the  university. 

The  statistics  of  attendance  at  the  university,  which 
appear  in  the  table  on  the  following  page,  reveal 
some  interesting  facts.  For  the  Elko  period  only  the 
totals  can  be  given.  Beginning  with  1887-8,  the  table 
shows  the  number  of  departments  organized  and  the 
number  of  students  in  each.  Reading  the  columns  from 
top  to  bottom  shows  the  changes  in  attendance  for  eacli 
department  and  for  the  university  as  a  whole.  Reading 
the  lines  from  left  to  right  shows  the  absolute  and  com- 
parative number  of  students  in  each  department  for  each 
year.  The  most  marked  facts  to  be  observed  are,  first, 
the  rapid  increase  in  attendance  from  1887  to  1897,  and, 
second,  the  proportionately  larger  increase  in  the  num- 
ber of  students  doing  work  of  college  grade. 

The  rapid  growth  of  the  school  from  1887  to  1897  is 
due  to  a  number  of  causes.  First  in  importance  is  the 
general  development  of  the  state  and  its  whole  educa- 
tional system.  There  had,  for  the  first  time,  come  to  be 
a  real  demand  for  a  university.  Another  factor  of  almost 
equal  importance  was  the  better  opportunities  whicli 
the  university,  by  reason  of  its  larger  faculty  and  better 
equipment,  was  able  to  offer.  A  third  cause  co-operat- 
ing with  these  was  the  business  depression.    It  is  a  fact 

•9 


TRI  DECENNIylL   CELEBRATION 


A    STATISTIC AI.    TAMLr, 

( "living  oiirolhmnt  in   the  various  schools  of  the  iiniversity  from 
the  yc;ir   1H74-5  to  the  present  time: 


n 

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lS,S2-i883 

l>«3-iS84 

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1S87-18H.S 

i*«S-iflS} 

i8S.,-i8<)0 

iS.jo-1891 

lS.)l-t802. 

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i8q3-i8-j4. 

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18.16-1897 

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I1700-1901 

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IKO2-1903 

1903-1904 

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73 
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60 
65 
61 
73 
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9 
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19 
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54 
58 
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59 
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55 
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53 
53 
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18 

5 
17 
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38 
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72 
34 
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25S 

•  No  schiK>I  from  June.  18S5  to  March,   i,SS6. 
t  From  March,  1886  to  March.  18S7. 


JN  HISTORICAL  SKETCH 

frequently  observed  that  when  there  are  fewer  oppor- 
tunities for  profitable  employment,  more  young  people 
seek  a  higher  education.  On  the  other  hand,  in  periods 
of  great  business  prosperity,  when  young  men  have 
abundant  opportunity  for  profitable  employment,  they 
are  less  apt  to  be  willing  to  devote  four  years  to  getting 
a  college  education. 

Incidentally,  this  accounts,  in  part,  for  the  decrease 
in  attendance  in  recent  years.  Another  factor,  and 
probably-a  more  important  one,  is  to  be  found  in  the 
growth  and  development  of  the  high  schools  of  the 
state.  With  the  general  improvement  of  the  city,  vil- 
lage, and  county  high  schools,  fewer  pupils  come  to  the 
university  to  do  work  of  high  school  grade.  The  figures 
show  that  during  most  of  the  time  since  1897,  in  which 
the  total  attendance  has  been  decreasing  somewhat,  the 
attendance  in  the  departments  of  strictly  college  grade 
has  been  increasing.  This  means  that  the  university  is 
coming  more  and  more  to  be  an  institution  of  higher 
education,  and  that  the  high  schools  of  the  state  are 
doing  more  and  more  of  the  work  of  secondary  educa- 
tion. 

There  is  no  doubt,  however,  that  the  marked  de- 
crease of  the  past  year  is  due  largely  to  another  cause. 
Whether  deservedly  or  not,  the  city  of  Reno  has 
recently  gained  an  unenviable  reputation,  not  only  for 
its  large  number  of  saloons,  gambling  houses,  and  places 
of  questionable  resort,  but  for  a  widespread  influence 
for  evil  resulting  therefrom.  This  has  caused  many 
parents  to  either  keep  their  children  at  home  or  send 
them  to  the  schools  of  other  states  rather  than  expose 
them  to  the  influences  supposed  to  exist  in  their  own 
university  town.  While  the  places  referred  to  are 
recognized  by  the  Nevada  law,  a  law  as  rigidly  enforced 


21 


'I'Rl-DECENNIAL   CELEBRATION 

iti  Reno  as  in  other  towns  of  the  state,  the  fact  remains 
that  the  reputed  condition  of  affairs  lias  seriously  crip- 
pled the  work  of  tlie  university.  So  grave  is  the  situa- 
tion considered  by  the  board  of  university  visit(jrs  that 
they  have  taken  decided  action  concerning  it;  and  the 
jieople  of  Reno  have  demanded  a  more  rigid  enforce- 
ment of  the  law. 


Commencement  Exercises 

and 
Tri-Decennial  Celebration 


23 


IVogFc 


ram 


Saturday,  May  28 

Morning,  9  to  12  o'clock  and  afternoon,  2  to  4 
o'clock — Reading  of  Graduation  Theses. 

Afternoon,  3  to  5  o'clock — Exhibition  in  Cooking 
and  Breadniaking  by  the  Students  in  Domestic 
Science. 

ICveniug,  7:30  o'clock — Business  Meetings  of  the 
University  and  Normal  School  Alumni  Asso- 
ciations. 

Sunday,  May  29 

Morning,  10:30  o'clock — Baccalaureate  Services. 

Monday,  May  30 

Kvening,  7:30  o'clock — Informal  Reception  by  the 
President,  Regents,  and  Faculty  in  honor  of 
the  Pioneers  and  other  University  Guests, 
Alumni,  Members  of  the  Graduating  Class, 
Students,  and  Citizens. 

Tuesday,  May  31 

Morning,   10  o'clock — Senior  Class  Day  Exercises. 

Afternoon,  2:30  o'clock — Semi-Annual  Meeting  of 
the  Nevada  Academy  of  Sciences,  and  Initial 
Meeting  of  the  Nevada  Historical  Association. 

livening,  8  o'clock — Senior  Farce. 

Wednesday,  June  i 

Morning,  10  o'clock — Tri-Decennial  Celebration. 
Afternoon,    3:30    o'clock — Memorial     Ser\ices     in 

honor  of  the    Departed    University'    Pioneers, 

Alumni,  and  Students. 

Kvening,  8:30  o'clock — Alumni  Banquet, 

Thursday,  June  2 

Morning,  10  o'clock — Annual  Commencement  Exer- 
cises, 
lu'euing,  8  o'clock — Senior  Reception  to  F'riends. 


24 


Baccalaureate   Services 


President  Stubbs,  in  honor  of  the  completion  of  ten 
years  of  service  as  president  of  the  university,  was  in- 
vited to  preach  the  sermon. 

The  regents,  faculty,  and  seniors  met  at  Morrill  Hall, 
and  marched  to  the  gymnasium  in  a  body. 

The  local  post  of  the  Grand  Army  of  the  Republic 
and  the  Woman's  Relief  Corps  were  present  as  guests. 


25 


Prograpi 


DEAN   THURTELL,   Presiding 


Music,  prelude,  lo  to  10:30  o'clock Mrs.  B.  Dinsmore 

Invocation Reverend  S.  H.  Jones 

Singing,  "Coronation" Congregation 

Hymn  read  by  Reverend  A.  C.  Welch 

Scripture  reading,  Psalm  XCII Reverend  W.  C.  Driver 

Singing,  "Holy,  Holy,  Holy" Congregation 

Hymn  read  by  Reverend  A.  C.  Welch 

Prayer Reverend  C.  L.  Mears 

iH^inging,  "A  Sacrificial  Hymn" Carson  Ladies'  Quarte^ 

\  Mrs.  Howe,  Miss  Howe,  Miss  Amy  Howe,  y'^ 

Miss  McClaskey 

Sermon,  "The  Genuine  Culture  of  Life" 

President  Joseph  E.  Stubbs 

Singing,  "There's  a  Pilot" Nevada  Male  Quartet 

Mr.  Lunsford,  Mr.  Driver,  Mr.  Case,  Mr.  Thomas 

Announcements 

Singing,  "God  be  With  You  till  We  Meet  Again" 

Congregation 

Benediction Reverend  S.  H.  Jones 


26 


President  Iosei'h  Edward  Stubbs 


Baccalaureate   Sermon 

The   Genuine   Culture   of  Life 


By    President  Joseph    Edward   Stubbs 


Text — "Ye  shall  know  the  Truth,  and  the 
Truth  shall  make  you  free." — ^John  8:32. 

A  S  I  speak  today  to  the  graduating  class  of  1904,  I  am 
conscious  that  the  occasion  is  of  more  than  usual 
interest  and  importance.  The  tide  of  the  history  of  our 
university  is  almost  at  its  flood,  with  thirty  years  of 
thought  and  action  to  maintain  and  develop  the  growth 
of  higher  education  in  the  commonwealth  of  Nevada. 
Scarce  three  decades  have  passed  since  the  institution 
was  established  at  Klko,  modest  in  its  beginnings  but 
vigorous  in  its  hopes  and  plans  for  future  years.  Its 
history  has  been  somewhat  varied  and  its  career  check- 
ered, but,  looking  backward  from  the  foothills  of  thirty 
years,  I  think  that  our  fathers  builded  wisely,  perhaps 
better  than  they  knew,  and  that  the  university,  now 
past  its  youth,  can  turn  its  face  to  the  splendor  of  the 
full-orbed  sun  and  hope  with  matured  powers  to  serve 
our  state  and  our  people  in  the  advancement  of  all 
material,  moral,  and  spiritual  well-being. 

Thisday  is  given  to  the  religious,  but  not  sectarian, 
observance  of  the  departure  of  a  class  of  graduates  from 
the  scene  of  their  university  trials  and  triumphs.  This 
day  has,  it  seems  to  me,  a  rare  significance  for  these 
latest  children  of  the  university  as  they  turn  their  faces 
to  the  activities  of  life,  sustained  and  enlarged  by  the 


27 


I'RI-DECENNI/IL    CELEBRATION 

high  purposes  which  their  university  has  sought  to  im- 
part to  them.  It  is  indeed  proper  that  in  the  presence 
of  the  regents,  faculty,  and  personal  friends,  in  the 
midst  of  this  large  assembly  of  well-wishers,  that  I 
should  speak  these  last  words  of  counsel  and  inspira- 
tion in  an  earnest  and  faithful  spirit. 

The  subject-— "The  Genuine  Culture  of  Life" — 
marshals  us  the  way  we  were  going.  It  suggests  the 
duty  now  of  setting  forth  the  culture  that  is  real  and 
true.  It  is  a  rare  and  lofty  word  when  we  consider  it 
in  relation  to  the  soil  from  which  it  springs  and  to  the 
high  purpose  toward  which  it  looks.  Culture!  The 
ver}'  word  brings  us  into  sympathy  with  the  world  of 
life  and  growth  around  us,  into  relationship  with  the 
harvests  ripening  in  our  fields,  with  the  herds  grazing 
o'er  our  ranches,  with  the  trees  in  our  woods  and 
orchards,  and  with  the  birds  whose  voices  fill  the  air 
with  melody. 

It  makes  us  partakers  of  that  sovereign  spirit  and 
purpose  which  works  in  harraon}-  with  nature,  yet 
cf)ntrols  and  guides  it  to  better  results — a  purpose  which 
finds  its  every  day  expression  in  the  improvement  of 
soils,  in  the  development  of  stocks  and  grains,  and  of  va- 
rieties in  fruits  and  flowers.  The  object  in  high  breeding 
in  varieties  of  grain  and  fruits  and  stock,  is  to  secure  the 
best  qualities  with  the  least  expenditure  of  material. 
Hence,  with  intelligent  foresight  and  application,  men 
have  bred  into  one  variety  the  excellent  qualities  which 
before  were  found  only  in  several  varieties;  so  that  now 
upon  the  ranch  may  be  found  the  blooded  horse,  bred  for 
speed  and  strength;  the  blooded  steer  and  cow,  bred  for 
beef  and  butter;  in  the  orchard  grow  the  hybrid  fruits, 
rich  in  excellence  of  color  and  flavor;  while  in  the  gar- 
den bloom  flowers  of  surpassing  beauty  and  sweetness. 

28 


GENUINE  CULl'URE 

Culture  and  cultivation!  Take  down  your  lexicon 
for  a  moment;  note  that  these  two  vigorous  words  sprinoj 
from  the  same  root,  and  that  their  meanings,  literal  and 
topical,  shade  into  each  other  at  every  point.  Springing 
into  life  with  the  first  marked  development  of  civiliza- 
tion, they  carry  the  flavor  of  the  soil  and  its  tillage 
into  ideas  which  are  pictures  of  the  best  qualities  of 
character.  Observe  that  culture  and  cultivation  both 
represent  care-taking — the  elimination  of  the  bad  qual- 
ities, the  development  of  the  good — and  that  this  idea  is 
carried  throughout,  up  the  scale  of  physical,  mental, 
and  moral  growth  until  it  culminates  in  the  ideas  df 
honor  and  reverence  to  the  supreme  ideal  of  all  excel- 
lence. 

The  limitation  of  the  word  culture  to  mere  polish 
of  manners  acquired  from  the  conventional  usage  of 
good  society,  or  to  mere  ornament  of  thought  or  diction, 
is  an  unjust  application  of  a  noble  word.  Training, 
discipline,  development,  growth,  improvement,  refine- 
ment, excellence,  honor,  worth,  and  worship — such  are 
the  words  which  are  genuine  kinsmen  to  culture. 
There  is  nothing  superficial  about  these.  They  relate 
to  the  highest  and  holiest  ideas  which  engage  the  minds 
and  hearts  of  men.  Culture  belongs  to  character.  It 
concerns  the  mental  texture  and  the  moral  fiber  of  the 
man.     It  is  a  growth.     It  is  a  life. 

Upon  man,  then,  the  emphasis  is  to  be  placed.  He 
is  a  living  person,  capable  of  growth  himself  and  able  to 
make  every  living  thing  grow  and  develop  under  his 
initiative.  This  distinguishes  him  from  all  forms  of 
plant  and  animal  life;  they  can  be  improved  by  intel- 
ligent care  and  breeding,  but  it  is  man  only  that  can 
give  this  intelligence,  that  can  will  these  changes.  It 
is  in  this  sense  that  God  has  given  him  dominion  over 


29 


'I'RI-DECENNUL    CELEBRATION 

the  birds  of  the  air,  the   fish    of   the    sea,    over    every 
living,  moving  thing. 

Turn  to  the  eighth  Psalm  and  listen  to  the  descrip- 
tion of  the  character,  place,  and  power  of  the  ideal  man: 

"thou  hast  made  him  but  little  lower  than  God, 
And  crovvnest  him  with  glory  and  honour. 
Thou  madest  him  to  have  dominion  over  the  works 

of  thy  hands; 
Thou  hast  put  all  things  under  his  feet." 

"Because  of  the  divine  spark  in  man,  he  is  greater 
than  the  nightly  heavens  and  the  midnight  sky  blazing 
with  inaccessible  lights.  Because  he  has  consciousness, 
will,  and  reason,  he  is  invested  with  the  reflection  of 
God's  glory."  This  exaltation  of  man,  the  possibilities 
of  his  attainment  of  intellectual  and  moral  excellence, 
his  command  over  the  forces  of  the  earth,  places  in  his 
hand  the  scepter  of  rule.  If  man  loses  his  crown  and 
throws  away  his  scepter  and  is  content  to  share  with 
the  brute  creation  the  servitude  of  his  immortal  powders, 
the  fault  and  the  shame  of  it  rest  with  man,  not  with 
God. 

Genuine  culture!  Real  cultivation!  Bishop  Vin- 
cent tells  the  story  of  a  prominent  business  man  in  New- 
York  who  was  accustomed,  night  and  morning,  to  take  a 
suburban  train  to  his  home  twenty  miles  out  of  the  city. 
He  usually  had  some  new  topic  of  conversation  pertain- 
ing to  the  general  interest  of  society  and  the  means  by 
which  it  could  be  made  better.  At  one  time  he  met 
the  bishop  on  the  train  with  a  countenance  all  aglow 
with  interest  and  said  to  him:  "Bishop,  I  have  made  a 
discovery  after  these  many  years  and  I  intend  to  make 
use  of  it  with  reference  to  myself.  I  have  found  the 
secret  of  good  living,  of  right  living,  the  method  of  do- 
ing good  to  one's  self,  and  to  others.     It  it  this:  "To  be 


30 


GENUINE  CULTURE 

real,  to  be  genuine!"  What  this  man  took  to  be  a  mar- 
velous discovery  was,  like  all  great  principles  of  life, 
simple  5^et  diflScult  of  application;  for  to  be  genuine,  to 
be  real,  not  by  word  alone  but  by  act  and  thought,  to 
act  out  one's  inmost  thought  and  purpose  in  one's 
business  and  social  life,  is  to  gain  the  object  which 
should  inspire  every  man  and  woman  to  the  highest 
eflfort,  namely,  a  culture  that  is  thoroughly  genuine. 

Of  all  men  who  illustrate  this  virtue  in  their  char- 
acters and  consequent  public  acts,  Abraham  Lincoln 
stands  out  conspicuous.  Tactful  and  sympathetic,  often 
led  by  the  impulses  of  his  heart  in  dealing  mercy  rather 
than  justice  to  men,  yet  in  the  great  work  of  saving  a 
people,  saving  them  from  their  blindness  and  obstinacy, 
saving  the  friends  of  the  great  cause  for  which  he  was 
living  and  for  which  he  was  soon  to  die,  his  work,  his 
life,  was  the  grand  expression  of  a  culture  that  regarded 
every  man  as  his  brother,  God  as  his  father. 

"Ye  shall  know  the  truth  and  the  truth  shall  make 
you  free." 

This  text  divides  naturally  into  two  parts: 

I.  The  means:     By  knowledge  of  the  truth. 

II.  The  end:     We  shall  gain  freedom. 

I 

"Ye  shall  know  the  truth."  Majestic  word!  Pow- 
erful word!  P'or  the  idea  which  the  word  represents 
men  have  shed  their  blood  as  martyrs  and  soldiers;  they 
have  died  for  their  convictions;  have  lived  lives  of  de- 
votion to  duty.  When  Jesus  was  brought  before  Pilate, 
in  reply  to  the  question,  "Art  thou  a  king  then?"  he 
answered,  "Thou  sayest  that  I  am  a  king.  To  this  end 
have  I  been  born,  and  to  this  end  am  I  come  into  the 
world,  that  I  should  bear  witness  unto  the  truth.     Mvery 


3' 


'I'R  I-DF.CENNIAL    CELEBRATION 

i»iK-  tli;it  is  of  the  truth  liearcth  my  voice."  Pilate  saith 
unto  iiiui,  "What  is  truth?"  He  may  mean  by  this  in- 
(juiry,  "Why  speak  to  me  of  ideal  worlds?  What  concern 
have  I  for  provinces  that  can  yield  no  tribute  and  can 
offer  no  armed  resistance?"  Hut,  I  take  it,  he  nieant 
more  than  this.  It  "was  the  mournful,  bitter  sarcasm 
which  hides  inward  unrest  in  sneering  words  which 
speak  of  inward  wretchedness."  He  was  convinced  of 
the  innocence  of  Christ,  but  instead  of  adheriiig  to  his 
convictions,  through  vacillation,  a  willingness  to  yield 
to  the  brute  cry  of  the  mob,  and  a  superficial  liberalism 
of  thouglit,  often  contracted  in  pul)lic  life,  he  sent  Jesus 
to  torture  and  to  death. 

What  is  truth?  Christ  did  not  answer  the  question 
(jf  the  man  who  was  not  in  earnest  and  sincere.  Truth 
yields  only  to  him  who  honestly  asks  it.  Truth  is  infinite. 
To  whatever  department  of  research  the  scholar  may 
apply  himself,  he  is  very  soon  aware  of  the  infinite  vast- 
ness  of  the  realm  of  truth.  "In  childhood  truth  seems  to 
be  near  and  measurable  as  the  firmament  above  us;  but 
with  years  they  gnnv  and  grow,  and  seem  further  off 
and  further  and  grander  and  deeper  and  vaster,  as  God 
himself,  till  we  smile  to  rememember  how  we  thought 
we  could  touch  the  sky,  and  blush  to  recollect  the  proud 
and  Self-sufficient  way  in  which  we  used  to  talk  of 
knowing  the  truth."  Yes,  indeed,  the  truth  is  infinite, 
and  when  we  have  labored  to  the  end  of  a  long  and 
busy  lifetime,  we  shall  have  to  confess  that  we  have  but 
touched  the  hem  of  its  garment. 

And  yet  "Ye  shall  know  the  truth."  There  are  at 
least  six  important  truths  which  this  period  teaches  in 
its  thought  and  action  to  all  who  have  open  ears  and 
receptive  minds  and  hearts. 

I.  It  assumes,  as  we  shall  assume,  that  God  is  the 


32 


GENUINE   CULTURE 

beginning  and  the  end  of  our  thought  and  our  life;  that 
he  is  not  hidden  in  inscrutable  darkness;  but,  rather,  is 
light  and  life  and  love  to  all  who  seek  to  folknv  after 
and  to  know  the  truth. 

2.  This  age  emphasizes  not  only  the  truth  of  God 
but  the  worth  of  personality.  I  bear  witness,  young 
men  and  women  of  this  graduating  class,  that  you  are 
not  the  creatures  of  a  day,  but  that  each  of  you  is  en- 
dowed with  a  personality  that  distinguishes  you  from 
every  other  human  being;  you  are  the  children  of  God; 
you  are  given  capabilities  for  culture  and  growth  that 
will  continue  under  careful  husbandry  not  only  through 
the  present  life,  but  through  the  unending  years  of 
eternal  life.  You  are,  therefore,  to  respect  yourselves, 
your  natures,  as  the  gift  of  God,  and  seek  the  fulfill- 
ment of  the  highest  claims  of  these  natures  through 
action  in  this  present  world  of  mingled  good  and  evil. 

3.  Tliis  age  emphasizes  in  thought  and  action  the 
right  of  con.science  to  follow  its  conclusions.  This 
faculty  represents  the  union  of  intellect  and  emotion 
and  judgment  upon  subjects  which  are  brought  before 
the  soul,  and  when  they  are  so  brought  before  this  inner 
court  its  decisions  must  be  final  until  more  light  causes 
the  judgments  to  be  changed.  In  other  words,  this  is 
the  last  court  of  appeal  so  far  as  personal  thought  and 
action  are  concerned.  The  nian  who  trifles  with  the 
convictions  of  his  conscience  does  it  at  his  peril.  livery 
opinion  and  view  must  remain  an  open  question  freely 
to  be  reconsidered  with  the  coming  of  more  light;  but 
"there  are  eternal  truths  of  right  and  wrong,  such  as 
the  plain  moralities  and  the  instinctive  decencies  of 
of  social  life,  upon  which  it  is  perilous  to  argue.  When 
the  conscience  sets  forth  a  plain  case  of  innnediate 
duty  it  is  only  safe  to  act  at  once." 


II 


'I'R l-DECENNI/IL    CEL EliRATlOS 

4.  This  aj^e  cinphasi/.es  a  lourtli  jjrinciple,  which  is 
thf  ri^'ht  «)t  every  man  to  investigate  the  truth  and  to 
follow  its  teachings  in  his  thought  and  in  his  action. 
We  are  speaking  today  in  the  midst  of  a  young  and 
growing  university.  There  is  nothing  within  univer- 
sity circles  that  is  adhered  to  more  tenaciously  tlian 
this:  that  its  professors  and  its  students  ought  to  have 
the  freest  and  fullest  liberty  in  the  search  after  truth. 
This  does  not  mean  that  men  are  to  give  out  as  truth 
the  results  of  their  investigations  and  experiments  until 
the  truth  has  been  established.  We  should  seek  and 
we  should  follow  the  truth  as  we  find  it. 

There  are  propositions  which  the  intellect  must 
give  assent  to  by  reason  of  the  very  nature  of  the  mind 
itself.  No  one  contests  the  conclusions  of  geometry.  The 
laws  of  man's  spirit  are  just  as  valid  and  conclusive  as 
those  of  his  intellect,  but  they  are  not  the  same  laws 
nor  is  the  same  evidence  required  for  our  assent  to 
them.  Dr.  Gordon  of  Boston  was  once  asked  whether 
he  was  an  optimist  or  a  pessimist.  He  answered,  "Nei- 
ther one;  I  am  a  truthist."  If  men  hold  to  the  truth  of 
things  steadily,  tactfully,  and  above  all  things  with  a 
broad  interest  in  human  life,  bringing  their  logic  to  the 
test  of  concrete  facts,  they  can  say  with  Dr.  Gordon,  "F 
am  a  truthist." 

In  every  department  of  study,  in  college  and  out  of 
college,  we  can  find  the  principles  of  truth  for  all  ages, 
but  we  shall  have  to  confess,  as  we  grow  older,  that  the 
more  we  investigate  and  the  more  we  study,  the  wider 
and  the  grander  becomes  our  horiV.on,  the  sublimer  be- 
comes our  view,  while  at  the  same  time  we  rest  content 
with  the  fact  that  we  are  only  on  the  outer  edge  of 
knowledge. 

Architecture    has   its  truth  of  right  proportion,  of 


34 


GENUINE   CULTURE 

grace,  and  of  beauty,  and  the  principles  which  underlie 
useful  and  beautiful  architecture  are  forever  true.  The 
painter  gives  expression  to  the  common  life,  not  as  we 
see  it  but  as  he  sees  it,  transfused  and  transformed  by 
the  elements  of  ideal  Hfe  which  make  it  true  for  all  time. 
And  so  the  works  of  the  masters  in  painting  outlast  the 
changes  of  society,  and  wealth  is  nobly  devoted  to  the 
care  of  their  paintings  in  museums  and  homes  because 
they  portray  the  real  and  the  ideal  in  permanent  union. 

We  have  also  books  which  we  call  classic,  and  it  is 
the  constant  aim  of  the  wise  teacher  to  make  them 
familiar  to  his  students.  They  are  distinguished  from 
other  writings  as  literature  because  the  writer  clothes 
in  imperishable  beauty  of  thought  and  diction  the  life 
that  is  for  all  ages;  and  in  the  study  of  .such  literature 
niany  find  the  perfection  of  mankind. 

It  is  said  that  it  is  the  business  of  culture  to  awaken 
man  to  a  consciousness  of  some  ideal  and  to  set  before 
him  true  and  lofty  standards.  Matthew  Arnold,  a  wise 
and  wholesome  writer,  finds  in  culture  a  theory  that 
makes  perfection  not  in  any  external  good  but  in  an 
eternal  condition  of  the  soul,  and  that  man's  perfection 
cannot  be  self-contained,  but  must  work  the  good  of 
others  ecjually  with  his  own.  He  says  the  English 
nation  is  one  tliat  worships  wealth,  railroads,  steam,  and 
coal,  as  if  these  made  the  nation's  greatness.  In  con- 
trast to  all  the  grosser  interests  which  absorb  us,  he 
pleads  for  the  mental  and  spiritual  perfection  which 
has  two  prominent  notes,  beauty  and  intelligence.  The 
difficulty  with  this  theory  is  that  while  true  for  the 
most  part,  it  does  not  sufficiently  take  into  account  all 
the  factors  of  human  nature.  The  culture  that  he  de- 
scribes is  a  culture  for  the  few,  for  the  elect  class,  but 
the  genuine  culture  that  is  described  in  the   Bible  and 


35 


'I'RI-DECENNUL    CELEBRATION 

is  meant  by  our  text,  a  culture  tluit  is  the  truth,  takes 
into  account  all  men  of  all  conditions  who,  accepting 
God  as  their  father,  and  every  man  as  their  brother,  and, 
conscious  of  the  downward  tendencies  of  sinning,  move 
on  toward  perfection  in  a  common  faith. 

The  scientiiic  view  of  culture  is  very  attractive  to 
many  minds.  Scientific  investigation  and  the  scientific 
method  of  inquiry  are  true  and  have  great  potency  in 
the  investigation  of  things.  The  scientific  method 
within  its  own  sphere  is  highly  useful,  and  has  been 
the  means  of  widespread  influence  in  the  advancement 
of  our  industries  and  commerce.  Its  conclusions  can  be 
accepted  within  its  own  sphere;  they  cannot  be  accepted 
in  the  large  field  of  thought  and  activity  which  cannot 
be  measured  by  its  conclusions.  "Habits  of  scientific 
investigation  are  exceptional  and  must  always  be  con- 
fined to  a  few." 

"It  is  no  unreasonable  demand,  therefore,  that  the 
man  of  science,  when  judging  of  the  things  of  the  spirit, 
should  leave  his  solitar\'  eminence  and  place  himself 
among  the  sympathies  and  needs  which  he  shares  with 
all  men.  The  logical  or  scientific  faculty,  that  by  which 
we  discern  logical,  mathematical,  or  scientific  relations, 
is  not  the  highest  exercise  of  reason.  The  knowledge 
of  the  highest  things,  those  which  most  deeply  concern 
us,  is  not  attained  by  mere  intellect  but  by  the  harmo- 
nious action  of  understanding,  imagination,  feeling, 
consciousness,  will — that  is,  of  the  whole  man.  This  is 
reason  in  its  highest  exercise,  intelligence  raised  to  its 
highest  power,  and  it'  is  to  this  exercise  of  reason  that 
we  are  called  in  apprehending  the  things  of  God." 

5.  The  thought  and  action  of  this  age  tends  to  abol- 
ish the  arbitrary  nature  of  the  distinction  between  the 
sacred   and   the  secular;   for   everything   in    this   world 

36 


GENUINE   CULTURE 

belongs  to  God.  With  this  insight,  culture  raises  men 
and  women  steadily  to  the  higher  plane  of  living.  The 
sacred  is  secular,  the  secular  is  sacred  for  man  striving 
toward  perfection.  "Forgetting  the  things  which  are 
behind  and  stretching  forward  to  the  things  which  are 
before,"  he  sees  that  everything  except  sin  makes  for 
the  peace  and  prosperity  of  God's  children,  that  in  the 
common  duties  of  life,  as  well  as  in  the  assemblage  of 
art,  industry,  agriculture,  commerce,  science,  letters, 
education,  that  he  is  constantly  striving  for  the  truth. 

6.  But  this  age  also  empasizes  the  fact  that  it  is  not 
opposition,  but  indiflference,  to  the  truth  that  is  the  fail- 
ing of  men.  Wherever  the  truth  in  every  department 
of  life  is  honestly  sought  and  uprightly  lived  by  men, 
they  should  have  our  confidence,  our  support,  and  our 
esteem,  however  widely  their  opinions  may  differ  from 
our  own;  for  the  world  is  to  be  improved  by  differences 
of  judgment,  by  the  clash  of  opinion.  We  should  hold 
toward  all  men,  as  well  as  toward  all  opinions,  our  own 
as  well  as  those  of  others,  a  sympathetic  and  cordial 
mind,  ready  to  change  our  views  whenever  we  are  con- 
vinced that  the  truth  requires  them  to  be  changed.  We 
are  prone  to  strive  for  our  own  good,  and  to  have  little 
regard  for  the  good  of  others,  though  altruism,  recog- 
nized and  esteemed,  makes  the  world  good  and  true. 
Prove  all  things;  hold  fast  that  which  is  true. 

As  you  enter  upon  the  activities  of  every  day  life, 
its  strife,  its  peace,  remember,  my  young  friends,  to  ask 
of  every  problem,  "Is  it  true?"  and  when  the  answer 
comes  to  you  clear  and  decisive,  you  will  be  faithless  to 
your  university  training  if  you  do  not  act  upon  it. 

II 
"Shall  make  you  free."     This  has  inspired   men  In 


37 


TRI-DECENNIAL    CELEBRATION 

do  better  things  in  every  age.  Liberty,  freedom!  At 
the  Columbian  ICxposition,  Chicago,  in  1893,  tliere  was 
written  on  the  frieze  of  the  entablature  above  the  col- 
umns of  the  beautiful  colonnade  the  motto  of  the  exposi- 
tion, "The  truth  shall  make  you  free."  What  more  fit- 
ting motto  than  this  could  be  found?"  It  should  be 
written  above  everything  which  celebrates  human 
achievement  in  the  field  (;f  industry,  of  art,  of  .science, 
of  agriculture,  and  of  commerce.  Taken  in  connection 
with  the  other  statements  of  this  eighth  chapter  of 
John,  it  is  clear  that  primarily  the  freedom  promised  is 
freedom  from  sin.  It  does  not  say  anything  about  the 
will  being  determined,  or  the  will  being  free.  It  goes 
by  all  the  philosophical  distinctions  which  we  are  in 
the  habit  of  making  in  regard  to  the  freedom  of  the  will. 
It  simply  says  that  if  the  Son  shall  make  you  free,  you 
shall  be  free  indeed. 

I.  Freedom  from  sin.  In  the  view  of  the  greatest 
of  all  teachers,  sin  is  the  power  that  enslaves.  It  is  a 
word  of  great  comprehension  and  applies  to  all  wrong 
against  human  kind,  whether  of  thought,  word,  or  deed, 
so  that  if  you  are  free  from  this  power,  you  will  have 
liberty.  Man  is  free  by  his  own  action,  by  his  own  will, 
and  under  this  law  of  his  being,  he  can  direct  his  own 
life  toward  an  end  which  may  be  high  or  low,  noble  or 
ignoble,  and  this  simple  yet  profound  statement  of  the 
word  of  God  is  proven  true  by  the  experience  of  all 
men. 

Dr.  Munger,  in  his  "Elssays  for  the  Day."  asks  why 
Hawthorne  so  often  chose  sin  for  his  theme,  and  an- 
swers it  in  the  following  comprehensive  and  graphic 
paragraph: 

"For  the  same  reason  that  the  great  masters  in 
literature  always  gravitate  to  it.     The  Hebrews  put  it 

38 


GENUINE   CULTURE 

into  the  first  pages  of  their  sacred  bonks.  Job  chose  it, 
and  set  a  pace  often  followed  but  not  yet  overtaken. 
The  Greeks  built  their  drama  upon  it.  Shakespeare  and 
Goethe  could  not  justify  their  genius,  except  as  over 
and  over  again  they  dealt  with  it.  Dante  put  it  under 
heaven  and  hell  and  all  between.  Milton  could  find  no 
theme  adequate  to  his  genius  but  'man's  first  disobedi- 
ence.' Shall  we  say,  then,  that  a  great  genius  makes 
sin  his  theme  because  it  suits  his  purpose  as  an  artist? 
Let  us  not  so  belie  him.  He  takes  it  because  it  is  the 
greatest  theme,  and  also  becau.se  it  falls  in  either  with 
his  convictions,  as  in  the  case  of  Milton,  or  with  his 
temperament,  as  in  the  case  of  Hawthorne.  And  why 
is  it  great?  Because  it  is  a  violation  of  the  order  of  the 
world,  and  is  the  defeat  of  humanity.  It  throws  human 
nature  wide  open  to  our  gaze;  we  look  on  the  ruin,  and 
see  man's  greatness;  on  his  misery,  and  so  uncover  pitvi 
which  becomes  a  redeeming  force.  Thus  it  opens  the 
whole  wide  play  of  human  life  in  its  highest  and  deep- 
est relations.  Nothing  so  interests  men  as  their  sins 
and  defeats.  Tragedy  is  born  of  them,  and  tragedy 
fixes  evermore  the  steady  gaze  of  mankind." 

2.  'i'o  be  true  is  the  essence  of  character.  The  only 
aristocracy  in  the  world  that  is  worthy  of  the  name,  that 
can  be  the  possession  of  the  many  and  not  of  the  few 
only,  that  gives  honor  and  peace  of  mind  to  its  possess- 
ors, that  survives  all  the  vicissitudes  of  time,  is  the 
aristocracy  of  character.  When  man  wills  to  do  an  act 
or  not  to  do  it,  it  is  not  the  will  but  the  character  of  the 
man  that  speaks,  that  restrains  him  from  yielding  to 
temptation,  that  gives  him  a  strong  impulse  towanl  the 
good.  Character  is  the  whole  man,  made  up  every  day 
by  the  little  things  of  life — faithfulness,  though  there 
be  no  eye  to  see,  though  there  be  no  one  to  approve. 


39 


TRI-DECENNIAL   CELEBRATION 

Wherever  one  may  be  placed,  the  character  of  the 
man  in  the  many  things  that  go  to  make  up  life,  speaks 
out  in  the  faithful  performance  of  every  duty;  and  this, 
we  are  assurttl,  will  at  last  exalt  its  possessor  to  the 
highest  position  of  worth  and  honor. 

3.  Integrity.  By  this  I  do  not  simply  mean  sincer- 
ity. It  is  the  soundness  of  the  entire  man;  it  is  whole- 
ness, disinterestedness;  it  is  the  quality  that  sacrifices 
every  personal  consideration  to  the  maintenance  of 
what  is  right,  of  what  is  true;  it  is  a  quality  acquired 
slowly  by  growth  and  experience,  with  the  eye  set  upon 
a  lofty  purpose.  A  man  may  be  honest  with  respect  to 
the  large  things  of  life,  but  be  careless  with  regard  to 
the  little  things,  which  will  sometimes  have  all  the 
effect  of  dishonesty.  Integrity  includes  the  whole 
man  and  his  conduct  in  regard  to  things  both  small  and 
great. 

4.  Independence.  A  man  is  independent  in  the 
sense  of  freedom  through  a  sense  of  personal  responsi- 
bility, not  through  presumption  or  pride.  He  is  re- 
sponsible for  the  keeping  of  his  own  life  and  for  his 
conduct.  If  he  goes  abroad  for  recreation  and  explora- 
tion in  the  mountains,  he  employs  a  guide,  but  he  does 
the  walking.  If  he  gives  expression  to  the  views  which 
run  counter  to  the  current  of  commonly  received  opin- 
ion, it  is  because  he  considers  the  sense  of  personal  re- 
sponsibility for  the  views  which  he  holds  as  a  matter  of 
the  first  importance.  He  thinks  for  himself,  he  acts  for 
himself,  with  a  sincere  and  humble  spirit,  born  of  the 
spirit  of  truth  which  makes  him  free.  Too  often,  when 
men  are  confronted  with  a  question  of  importance, 
they  ask  not,  "What  is  true?"  but,  "What  is  conven- 
tional? What  is  respectable?  What  is  the  opinion  of  the 
majority?"     But  the  freedom  which  gives  the  spirit  of 


40 


GENUINE   CULTURE 

independence  always  puts  the  query,  "Is  this  true?  Is 
it  right?"  and,  if  the  answer  is  affirmative,  proceeds  to 
act  upon  it. 

5.  Superiority  to  temptation.  It  need  hardly  be 
said  that  the  best  way  to  overcome  temptation  is  to  put 
the  good  quality  or  the  good  conduct  in  its  place — "to 
put  the  soul  on  top,"  as  the  little  girl  expressed  it. 
The  man  who  is  addicted  to  any  evil  habit,  will  say, 
when  he  is  himself,  "I  will  not  do  it."  And  the  morn- 
ing passes.  When  the  evening  comes,  he  has  done  it 
and  is  the  prey  of  remorse,  increased,  perhaps,  by  the 
aches  and  pains  of  the  body  and  of  the  mind;  but  when 
the  whole  character  speaks  out  and  says,  "I  will  not  do 
it,"  by  the  strength  which  is  added  to  by  the  very 
decision,  the  man  dismisses  temptation  and  rises  the 
conqueror  of  himself. 

6.  Superstition  and  fear.  These  are  v^ell-known 
forces  which  deprive  man  of  his  freedom  of  action  and 
freedom  of  thought.  Knowledge  comes  like  the  risen 
sun,  the  warmth  of  whose  rays  drives  into  the  darkness 
these  gloomy  shadows  of  fear  and  superstition,  and  pro- 
claims to  the  world  that  the  freedom  which  we  enjoy  is 
a  freedom  of  the  light,  under  whose  rays  grow  all  good 
things. 

7.  Political  freedom.  Christ  came,  not  to  give  politi- 
cal freedom — "If  my  kingdom  were  of  this  world,"  he 
says,  "then  would  my  servants  fight" — but  to  enunciate 
principles  which,  accepted  by  society,  in  the  end  bring 
about  political  freedom.  He  found  half  of  the  world 
bound  by  the  fetters  of  slavery,  and  the  other  half 
slaves  to  their  own  appetites  and  passions;  and  through 
the  ages,  the  quiet  but  effective  work  of  these  principles 
of  freedom,  these  principles  of  truth,  have  gone  on  with 
great  potential  energy  until  it  has  changed  the  face  of 


4' 


TRl-DECENNUL   CELEBRATION 

the  earth.  Slavery  lias  been  abolished  by  all  Christian 
nations;  the  truths  of  God  have  been  preached  and 
recognized  until  millions  have  thrown  off  the  bonds  ot 
servitude  to  evil  and  stand  forth  free  men. 

Thus  far  I  have  spoken  of  the  individual  man,  his 
nature,  and  his  opportunities  for  growth  toward  an  ideal 
which  we  call  culture;  the  other  side  to  man's  culture 
and  growth  is  his  social  environment,  the  field  of  his 
action.  There  can  be  no  growth  toward  the  ideal  of 
l>ersonal  worth  except  as  man  finds  the  opportunity  in 
the  social  activities  of  the  age.  Every  individual  achieve- 
ment in  social  growth  is  the  purpose  of  the  individual 
man,  of  the  ideal  which  the  man  seeks,  and  of  the  par- 
ticular expression  of  that  ideal  in  the  every  day  work, 
every  day  strife,  every  day  achievement,  falling  short, 
perhaps,  of  the  ideal,  yet  moving  steadily  toward  it. 

So  the  opportunities  for  enlarged  social  activity 
come  to  every  man  in  the  institutions  of  society — in  the 
church,  with  its  many  and  varied  activities;  in  politics, 
seeking,  iu  co-operation  with  others,  the  highest  wel- 
fare of  the  state;  in  education,  aiming  constantly  to 
higher  results,  the  working  of  the  spirit,  the  quicken- 
ing of  the  affections,  the  liberating  of  the  imagination, 
the  deliverance  from  the  dominion  of  names  and  forms, 
the  birth  into  freedom  and  power.  Toward  the  accom- 
plishment of  these  results  a  good  citizen  ever  keeps  a 
steady  eye  and  hand. 

We  must  ever  keep  in  mind  that  the  perpetuity  t)f 
our  free  institutions  depends  upon  the  courage  and 
wisdom  of  the  men  of  every  age  in  freeing  place  from 
the  power  and  influence  of 'corruption;  in  holding  the 
jniblic  ser\'ice  and  public  office  to  be  a  public  trust. 

The  Outlook  says:  "It  is  charged  that  the  college 
j^raduate  is  an  essentially  negative  factor  in  the  life  of 


GENUINE   CULTURE 

our  American  communities,  that  his  attitude  toward 
public  affairs  is  conmionly  critical;  that,  owing  to  this 
fact,  he  lacks  ability  to  co-operate  with  his  fellow-citi- 
zens in  the  struggle  for  civic  improvement.  If  this 
charge  be  true,  it  is  a  most  serious  indictment;  it  should 
cause  the  lovers  of  higher  education,  if  necessary,  to 
plan,  in  the  arrangement  of  their  curricula,  the  methods 
of  instruction  that  will  show  the  importance  and  the 
necessity  for  their  taking"  a  practical,  as  well  as  an 
idealistic,  view  of  securing  good  government." 

Then  we  come  to  the  question  of  municipal  govern- 
ment, which,  it  is  affirmed,  is  the  weak  spot  of  our 
country.  There  are  more  opportunities  for  bad  govern- 
ment, and  there  are  more  opportunities  for  wrong  doing 
in  office,  in  the  affairs  of  a  municipality.  Corrupt  mu- 
nicipal politics  continues  the  greatest  menace  to  popu- 
lar government.  This  is  due,  not  only  to  the  opportuni- 
ties for  corruption  on  the  part  of  the  officers  in  municipal 
administration,  but  to  the  fact  that  the  community  itself 
becomes  honeycombed  by  the  spirit  of  materialism,  com- 
mercialism, or  business  aims,  which  are  allowed  to 
supercede  the  highest  and  best  interests  of  the  citizens, 
whose  commercial  and  political  interests,  perchance, 
might  be  imperiled. 

It  is  the  part  of  every  good  citizen  to  consider  tlie 
question  of  municipal  administration  wholly  with  regard 
to  the  best  welfare  of  the  community.  Its  affairs  should 
be  conducted  with  all  the  care  and  judgment  for  the 
community  that  a  father  exercises  in  his  business  for 
the  welfare  of  his  home,  his  wife,  and  his  children. 

I  wish  to  dwell  a  moment  upon  the  cjuestions  per- 
taining to  our  own   municipality — for  our  thoughts  an<l 
actions  should  be  given  as  citizens  first  to  our  own  mu 
uicipality.     This  is  our  home. 


43 


'I'Rl-DECENNUL    CELEBRATION 

In  tlio  first  place,  liotic-st,  decent,  and  et^kicnl  j^ov- 
crnnient  is  a  principle  recoj^nized  and  approved  by  all 
men.  'IMic  difficulty  comes  in  taking  measures  that  will 
secure  this  kind  of  government  and  the  best  health  of 
the  municipality.  We  have,  in  Reno,  a  growing  town, 
which,  throughout  the  years  to  come,  is  destined  to  be  a 
place  of  considerable  size,  influence,  and  activity.  We 
have  only  been  under  the  organization  of  municipal 
control  for  a  little  more  than  one  year,  and  I  want  to 
say  that  it  has  been  a  year  of  advance,  and  that  the 
administration  of  the  mayor  and  council  of  this  town,  in 
the  face  of  important  questions,  has  been  such  as  to 
conmiend  them  to  the  confidence  of  the  community. 
But  other  questions  have  come  up  now,  which  call  for 
settlement,  and  it  depends  upon  the  will  of  the  people 
whether  they  shall  be  settled  rightly.  I  think  that  two 
principles  are  self-evident:  First,  that  there  should  be 
no  division  with  regard  to  the  election  of  officers  or  the 
discharge  of  their  duties  in  the  municipality  itself.  We 
are  here  a  self-governing  body  of  citizens,  and  we  can 
make  this  city  what  we  will,  not,  perhaps,  at  once,  but 
in  due  time.  We  are  not  considering  questions  which 
can  not  be  settled  in  a  day.  Second,  that  within  the 
limits  of  the  municipality,  all  control  should  be  centered 
in  the  mayor  and  council;  there  should  be  no  divided 
authority.  It  is  an  axiom  among  public  men  that  power 
and  responsibility  should  always  go  together.  These 
officers,  whom  we  entrust  with  this  large  responsibility, 
should  have  the  means  of  ascertaining  the  sentiment  of 
the  community — not  only  a  section  of  the  community, 
but  all  of  the  community.  The  mother,  working  quietly 
at  home  and  about  her  domestic  pursuits,  seeking  to 
keep  her  children  in  school,  has  as  much  right  to  be 
heard  as  the  merchant  or  the  banker  upon  the  street. 


4+ 


GENUINE   CULTURE 

I  do  not  meet  this  question  either  as  a  doctrinaire,  or  in 
the  spirit  of  an  academic  teacher,  but  rather  from  the 
point  of  view  of  a  citizen,  interested  in  everything  that 
concerns  my  fellow-citizens.  I  recognize  that  with  the 
possibilities  of  man  to  reach  the  highest  degree  of  cul- 
ture, he  has  also  the  power  to  degrade  himself  until  he 
has  lost  the  crown  of  manhood.  Yet  I  believe,  with  Mill, 
that  in  our  efforts  to  secure  improvement,  we  may  do 
greater  harm  than  we  can  possibly  do  good  by  prohibit- 
ing man  in  self-indulgence.  But,  mark  you,  liberty  that 
we  would  give  to  man  is  not  to  be  given  to  boys,  and 
girls,  and  children.  The  law,  with  the  experience  of 
ages,  has  given  twenty-one  years  before  children  can 
claim  the  right  to  be  men  and  women,  and  these  are  the 
years  in  which  they  are  to  be  guided  and  guarded,  so 
that  they  may  attain  that  character  which  shall  be  self- 
restrained  and  self-directed  toward  the  attainment  of 
the  best  things.  The  average  child  or  youth  starts 
with  the  simple  possibilities  of  growth  and  cultivation; 
home  and  society  furnish  the  conditions  of  his  growth. 
The  social  and  moral  qualities,  which  all  society  recog- 
nizes as  of  the  highest  value,  have  to  be  developed  and 
trained  into  the  average  child.  The  municipality  must 
provide  the  proper  environment  for  the  growing  youth 
and  for  their  education  into  freedom  and  power,  and  it 
must  restrain  that  business  which,  left  unrestrained, 
would  do  great  harm.  I  recognize  that  the  three  great 
vices  of  man  are  here  in  this  municipality,  as  in  every 
municipality  in  the  country;  that  they  are  strong  to  do 
evil,  and  that  the  only  thing  which  the  municipality  can 
do  at  present,  is  to  restrain  and  control  them,  so  that 
their  influence  for  evil  will  be  as  light  as  possible. 
These  vices,  in  part,  represent  the  master  passions  of 
man — the    more    reason    wliy    they    should    be    placed 


45 


TRl-DECENNIAL    CELEBRATION 

under  rij^id  control.  I  would  place  them  under  careful 
and  strict  supervision,  and  would  require  that  the  law- 
be  obeyed.  It  is  uot  the  privilege  of  the  municipality 
to  disobey  any  law  which  the  legislators  have  enacted. 
Indeed,  there  should  be  a  revival  of  respect  and  regard 
for  the  statutes  of  every  state  and  municipality.  While 
the  laws  are  on  the  statute  books,  the  officers  should 
see  that  they  are  enforced. 

Our  town  has  from  seventy-six  to  ninety  saloons — 
a  greater  number  in  proportion  to  the  populaticm  than 
is  contained  in  any  well  regulated  city  or  town.  Would 
it  not  be  well  to  reduce  this  number  to  about  forty  sa- 
loons, and  to  divide  the  tax  for  revenue  among  these 
forty.  I  would  place  the  least  restriction  possible  over 
my  fellow-citizens  who  are  engaged  in  this  business. 
Some  of  these  are  honorable  men,  good  citizens,  and  de- 
serve well  at  the  hands  of  the  municipality;  others  are 
not  so.  Everything  that  pertains  to  secrecy  should  be 
eliminated;  there  shouldjfag  no  back  doors  for  entrance 
to  these  places;  there  sh^ml  be  no  back  rooms  for  the 
young.  They  should  be  content,  as  other  business  men 
are  content,  with  keeping  an  open  front  door  to  their 
places  of  business.  Those  who  want  to  engage  in 
gambling  or  in  drinking,  or  wish  to  go  to  places  of  ques- 
tionable character  should  be  permitted  to  do  so  from  the 
principle  of  liberty  of  action,  but  the  places  themselves 
should  not  be  rendered  attractive  to  both  young  and  old. 

These  questions  are  as  old  as  the  race.  They  have 
perplexed  men  and  communities  for  many,  many  years. 
But  looking  to  the  next  year  and  the  following  years, 
to  the  hoped-for  increase  in  the  town  and  its  wealth, 
the  improvement  of  its  streets,  the  making  of  this  place 
a  center  of  common  schools  and  education,  experience 
lifts  its  warning  finger  to  everj"  right-minded  person  in 

46 


GENUINE   CVLTVRE 

this  municipality  and  says,  "This  much  you  ought  to 
do  for  the  safety  and  sanctity  of  your  homes,  your 
schools,  and  your  university." 

Members  of  the  Grand  Army  of  the  Republic  and 
the  noble  women  of  the  Relief  Corps.  When  the  life 
of  this  country  hung  trembling  in  the  balance,  your 
loyalty  said  that  it  should  be  maintained  as  a  united 
country,  that  the  old  flag  should  be  preserved,  not  a 
star  erased  from  the  blue  field,  not  a  stripe  blotted  out, 
and  that  the  people,  north  and  south,  should  be  a  free 
people.  Your  courage  and  devotion  have  become 
household  words.  Will  you  not  be  as  loyal  now  in 
times  of  peace  as  you  were  in  time  of  war?  Many  of 
your  members  have  obeyed  the  call  of  the  Great  Com- 
mander and  are  tented  today  upon  the  eternal  camping 
grounds.  You  remain  to  teach  the  virtue  of  patriotism — 
of  love  of  country,  of  loyalty  to  the  stars  and  stripes — to 
the  present  generation  of  young  men  and  women.  You 
are  the  witnesses  today  for  one  land,  one  people,  one 
flag,  and  one  destiny.  May  you  reverently  thank  the 
God  of  our  fathers  that  your  example  and  your  teach- 
ing have  made  the  glory  of  the  republic. 

Young  men  and  women  of  this  class  of  1904,  I  have 
sought  to  place  before  you  your  duty  to  yourselves  as 
men  and  women,  and  your  duty  to  your  country. 
Through  the  four  years  of  your  student  life  in  this  in- 
stitution, your  professors,  your  president,  and  your 
regents  have  aimed  to  realize  the  meaning  of  the  pro- 
found saying  of  Christ,  "Ye  shall  know  the  truth  and 
the  truth  shall  make  you  free."  You  do  know  the 
truth  of  mathematics  and  language  and  science  and 
philosophy  as  they  have  been  unfolded  to  you  week  by 
week,  term  by  term,  during  the  years  of  your  student 
life,  and   I  trust  that  you  have  caught  the  still  higher 


47 


TRl-DECENNIAL   CELEBRATION 

note  of  this  institution,  without  which  y(jur  training, 
your  discipline,  your  education,  will  amount  to  but 
little.  You  go  forth  on  this  tri-decennial  anniversary 
with  the  best  wishes  of  the  state,  which  has  given  you 
this  splendid  opportunity,  and  of  the  regents  and  of  the 
faculty,  who  have  much  more  than  an  ordinary  interest 
in  you;  their  affection,  their  thought,  their  counsel,  will 
always  be  freely  given.  And  you  remember  with  us  to- 
day that  within  this  year,  we  lost  by  death  the  president 
of  the  board  of  regents  who  was  faithful  to  every  trust 
and  devoted  to  the  interests  of  the  universit}-.  "The  free- 
dom of  a  man  simply  consists  in  the  larger  opportunity 
to  be  and  to  do  all  that  God  makes  him  capable  of  being 
and  doing."  The  real  freedom  that  gives  genuine  cul- 
ture is  service.  As  alumni,  you  are  the  children  of  this 
university,  which  now  is  planning  larger  things  for  her 
future.  Love  her,  cherish  her,  pray  for  her,  work  for 
her,  and  give  to  her  enlargement  and  enrichment  as 
God  prospers  you.  You  can  do  much  for  the  future  of 
this  institution.  I  commend  it  to  you,  and  when  in 
future  years,  you  may  be  able  now  and  then  to  cross 
the  boundry  line  of  our  campus,  looking  over  buildings, 
greeting  instructors,  old  and  new,  may  it  be  with  a  thrill 
of  filial  tenderness  as  you  say,  "Thank  God,  this  is  our 
mother." 


+8 


Tri-Decennial  Celebration 


49 


Progra  m 


REGENT    BRAY,  PRESiniNc; 


Music,  prelude,  9:30  to  10  o'clock Cadet  Rand 

Address  of  Welcome     

Honorable  George  F.  Turrittin,  Mayor  of  Reno 

Greetings  from  the  Pioneers 

Honorable  Cranston  Allen,  Member  of  the  Legislature  of  '73 

Letters  of  Congratulation  and   Regret . 

Singing,  "My  Own  Nevada" Audience 

The  Pioneer  Class,  a  Tribute  from   the  University's   Hirst 

Principal Honorable  D.  R.  Sessions 

Trio,  "Home  Again" Miss  Thyes,  Miss  Blume,  Mrs.  Layton 

The  University's  PMrst  President,  Le  Roy  D.  Brown,  a  Trib- 
ute from    his  Son 

Mr.  Thomas  P.  Brown,  Member  of  the  Class  of  '99 

Singing,  "A  Song  to  N.  S.  U." Audience 

pThe  Spirit  of  the  Pioneers 

*^-^  Professor  Emeritus  Hannah  K.  Clapjj_ 

Singing,  "Suanee  River" ^rrTTtTm Audience 

What  the  University  Stands  For Professor  N.  E.  Wilson 

Solo,  "University  Hymn" Miss  Hepburn  Michael 

The  University  and  the  State 

Judge  G.  F.  Talbot,  Associate  Justice  of  the  Supreme  Court 
The  University  and  the  National  Government 

Honorable  Francis  G.  Newlands,  U.  S.  Senator  for  Nevada 
"Auld  Lang  Syne" Audience 


50 


Address   of  Welcome 


By   Honorable  George    F.   Turrittin 
Mayor  of  Reno 


r^N  behalf  of  the  people  of  the  City  of  Reno,  I  extend 
a  cordial  welcome  to  the  many  friends  of  our  state 
university   who  have  come  here  to  participate    in    the 
Tri-Decennial  Celebration  of  its  institution. 

The  people  of  Reno  take  a  deep  interest  in  the 
welfare  of  this  university.  It  is  the  particular  pride  of 
the  city.  Our  people  have  marked  it  grow  from  its 
infancy  until  now  it  is  known  throughout  the  Pacific 
Coast  as  one  of  the  leading  educational  institutions  of 
the  West,  and  it  is  with  pride  that  they  point  to  the 
fact  that  its  graduates  have  taken  prominent  positions 
in  various  parts  of  the  world. 

I  regret  that  it  has  been  reported  throughout  the 
state  that  Reno  is  what  is  sometimes  called  a  "wide 
open"  town.  On  account  of  exaggerated  statements 
regarding  conditions  here,  many  have  been  misled  as  to 
the  real  situation,  which  is  not  nearly  so  bad  as  has 
been  reported.  The  effect,  however,  I  have  been  in- 
formed, is  that  many  patrons  of  the  university  have 
been  caused  to  question  the  advisability  of  sending 
their  children  to  this  school- 
While  there  may  be  a  difference  of  opinion  as  to 
the  effect  upon  the  university  of  conditions  prevailing 
here,  I  want  to  assure  the  president,  faculty,  and  friends 


5' 


TRI-DECENNUL   CELEBRATION 

of  the  university,  that  the  mayor  and  city  council  of  the 
City  of  Reno  will  see  to  it  that  every  safeguard  is  thrown 
around  the  students  of  this  university,  so  that  they  shall 
be  as  free  here  from  temptation  as  they  would  be  in  any 
other  college  town  in  this  country. 

With    this   statement,    I    again    bid    you   a    hearty 
welcome  to  our  city. 


A    Greeting    From    the    Pioneers 


By   Honorable  Cranston   Allen 

Oldest   Surviving   Member  of  the   Legislature  of  1873 

(  Being  now  in  his  eighty-ninth  year) 


T  HAD  the  pleasure  of  being  a  member  of  the  Legisla- 
ture of  '73  and  of  voting  for  the  bill  to  establish  this 
institution.  The  infant  born  at  that  time  has  grown  in 
thirty-one  years  to  be  a  stalwart  man,  a  great  institution 
of  learning  for  the  rising  generation.  You  have  in  this 
school  advantages  that  we  of  the  former  generation 
were  deprived  of.  You  who  have  graduated  are  going 
out  into  the  world  to  take  our  places,  to  carry  on  the 
government,  to  form  your  characters.  I  advise  you  not 
to  fly  too  high.  Begin  at  the  bottom  of  the  ladder  and 
climb  until  you  reach  the  top  round.  If  you  can  not 
get  what  you  want,  take  what  you  can  get  and  keep  on 
trying.  If  you  can  not  get  first  place,  you  can  saw 
wood  and  wash  dishes  until  you  can  do  better.  By  all 
means  fulfill  all  promises  and  make  your  word  sacred. 
Mind  your  own  business  and  let  others  attend  to  their 
own  aflfairs,  and  you  will  keep  out  of  trouble. 


Letters  of  Congratulation  and  Regret 


TV/TANY  letters  of  congratulation  and  regret  were  re- 
ceived from  friends  of  the  university  who  could  not 
be  present.  Among  those  who  thus  showed  their  con- 
tinued interest  in  the  institution  they  had  at  some  time 
served,  were  members  of  the  legislature,  former  regents, 
members  of  the  faculty,  and  students.  Extracts  from  a 
few  of  these  letters  were  read,  and  are  here  given  as 
representative  of  the  letters  received: 

Honorable   O.   H.   Grey,  Washington,   D,  C. 

Speaker  pro  tern,    of  the   Legislature  of  1873 

Your  invitation  to  be  a  guest  of  the  university  on 
the  occasion  of  its  celebration,  is  received  with  mingled 
emotions  of  pleasure  and  sorrow  —  pleasure  in  being 
remembered  in  so  honorable  a  relation  to  an  institution 
in  which  every  citizen  of  Nevada  feels  a  just  pride,  and 
sorrow  that  I  am  so  circumstanced  as  to  make  it  impos- 
sible to  accept  your  kind  hospitality. 

It  is,  indeed,  most  gratifying  to  be  remembered  in 
such  a  manner  by  such  a  host,  and  it  warms  the  blood 
of  even  a  derelict,  now  only  floating  on  the  surface  of 
the  occasion,  to  know  that  some  act  of  my  life  has,  at 
least  temporarily,  rescued   my  memory  from  oblivion. 

That  some  act  incident  to  my  long  and  intimate 
relations  with  the  civic  affairs  of  the  state  should  be 
tliought  worthy  of  commemoration,  is  in  the  nature  of 
a  continuing  reward,  and,  if  it  has  happened  that  such 


53 


-I'R.  /-/)/-:CES'N/.-/f,    CEL  EBR/I'I'ION 

act  has  had  its  part  in  carrying  blessings  and  cheer  t(; 
those  now  living,  as  well  as  giving  promise  of  being  a 
heritage  to  those  who  ni'ay  follow,  such  a  reward  takes 
on  a  substantial  character. 

I  well  remember  that  many  thought  it  a  vain  thing 
to  attempt  to  build  a  great  college  upon  such  inadequate 
resources.  But  the  Legislature  of  '73  was  an  optimistic 
body,  and  builded  better  than  it  knew,  and,  although 
it  was  prompted  more  by  hope  than  by  reason,  the 
result  is  a  glorious  accomplishment. 

It  is  with  pleasure  that  I  remember  every  member 
of  that  body — how  they  looked,  where  they  sat,  and 
what  part  each  took  in  the  legislation  that  has  had  so 
much  to  do  with  the  development  of  the  state.  Not 
many  are  now  among  the  living.  You  ask  after  Cap- 
tain Hart,  as  brave  and  generous  a  man  as  ever  lived. 
He  joined  the  great  majority  a  long  time  since,  as  have 
nearly  all  except  those  you  have  mentioned. 

You  ask  what  songs  were  sung  in  the  '70's.  We 
sung  songs  in  those  days  with  a  zest,  and  built  air- 
castles  that  would  make  the  imaginative  creations  of 
the  "Arabian  Nights"  look  tame.  It  is  sad  to  think  how 
few  people  ever  occupied  any  of  their  castles. 

The  patriotic  sang  "Marching  through  Georgia," 
"Tenting  To-Night,"  "The  Battle  Cry  of  Freedom,"  and 
generally  wound  up  with  "John  Brown's  Body."  Others, 
not- many,  who  believed  themselves  equally  patriotic, 
sang  "Dixie"  and  "Maryland,  my  Maryland."  The 
sentimental  sang  "Gentle  Annie,"  "Baby  Mine."  "The 
Sweet  Bye  and  Bye,"  and  "Home,  Sweet  Home."  The 
optimistic  sang  "Hard  Times  Will  Come  Again  No 
More."  The  pessimistic  sang  "A  Weary,  Weary  Day." 
The  convivial  sang  "If  I  Had  but  Ten  Thousand  a 
Year"  and  "I   Won't   Go  Home  Till  Morning."     Some- 


5+ 


LETTERS   OF  CONGRATULATION 

times  all  of  these   spirits  would  join   in   singing  "Aukl 
Lang  Syne." 

With  a  greeting  to  every  one  to  whom  these  pre- 
sents may  come  and   with  best  wishes  for  the  future  of 

the  university,  I  am,  vours  truly, 

O.  H.  Grey. 


Honorable   Thomas   P.  Mack,   Dayton,  Nevada 

Member  of  the  Legislature  of  1873 

Upon  my  return  from  an  extended  trip  surveying 
in  the  mountains,  I  found  your  communication  in  rela- 
tion to  the  Tri-Decennial  Celebration  on  June  ist.  I 
do  not  know  if  it  will  be  possible  for  me  to  attend,  but 
will  be  most  happy  to  do  so  if  I  can.  Wish  all  the  sur- 
viving members  of  the  Legislature  of  '73  could  be  pre- 
sent, but  no  doubt  that  is  impossible.  I  was  not  aware 
that  the  Great  Reaper  had  gathered  so  large  a  harvest 
from  us  until  I  read  your  list  of  survivors.  Among 
those  who  have  passed  "over  the  range"  are  numbered 
some  of  Nevada's  ablest  and  best  men.  However,  I  can 
not  agree  with  the  statement  contained  in  the  circular, 
that  before  another  celebration  is  held  all  the  members 
of  '73  will  have  passed  away,  unless  one  is  not  held  in 
1914;  for  surely  .some  of  us  are  good  for  ten  years  ser- 
vice yet,  F.  V.  Drake  and  I  still  being  in  tlie  early 
sixties. 

Will  be  present  if  I  can,  as  I  take  a  deep  interest 
in  the  N.  S.  U.,  all  of  my  children  having  been  students 
and  three  of  them  graduates.     Yours  sincerely, 

Thus.  P.  Mack. 


(Since  the  above  was  written.  Honorable   William 
Thompson  of  Franktown   and   Honorable   H.   I*".    Dang- 


55 


TRI-DECENNML    CF.LERRATION 

berg,  Sr..  of  (iardncrville,  bcjtli  inc-iubers  of  the  Legisla- 
ture of  1873,  have  passed  away.  vSo  far  as  can  be  ascer- 
tained, only  eleven  of  the  original  seventy-two  remain 
—  Honoral)Ie  Cranston  Allen  of  Churchill  County,  the 
oldest  of  them  all;  Mr.  Mack,  Mr.  Drake,  and  Mr.  Grey, 
whose  names  appear  above;  Honorable  T.  B.  Rickey  of 
Antelope  Valley;  Honorable  C.  S.  Varian  of  Salt  Lake 
City;  Honorable  E.J.  Hlzy  and  Honorable  P.  A.  Craig, 
both  of  California;  Honorable  William  Hill,  now  living 
in  Germany;  Honorable  J.  B.  Gallagher  of  Yerington; 
and  Honorable  J.  \V.  Sanford  of  Wadsworth.  May  they 
long  remain  with  us  to  testify  by  their  presence  to  the 
generous  spirit  of  the  Legislature  of  1873.  j 


Honorable  Trenmore  Coffin,  Carson  City,  Nevada 

Regent  of  the  Lhiiversity    1889—90 

It  is  with  deep  regret  that  I  will  be  unable  to  accept 
your  committee's  kind  invitation  for  the  Tri-Decennial 
Celebration  of  the  university,  owing  to  ill-health. 
Kindly  extend  to  all  my  best  wishes  and  congratula- 
tions.    Cordially  yours, 

Trenmore  Coffin. 


Captain   E.  W.   Hubbard 

Commandant  at  the   Universitv    1897—9 

I  regret  very  much  that  circumstances  make  it  im- 
possible for  me  to  join  you  in  celebrating  the  Tri-De- 
cennial Celebration  at  the  university. 

Nothing  would  give  me  more  pleasure  than  to  be 
with  you  and  renew  old  ties. 

My  service  with  the  university  was  all  too  short, 
but  still  long  enough  for  me  to  form  a  strong  attach- 
ment for  the  state,  the  university,  and  the  city. 

56 


LETTERS   OF   CONGRATULATION 

My  tour  of  duty  will  always  remain  a  pleasant 
memory,  but  at  this  distance  I  can  only  send  my  con- 
gratulations and  wish  you  in  the  future  an  increasing 
measure  of  <;rowth  and  usefulness. 

Thanking  you  most  heartily   for  your  invitation.   I 

am,  very  sincerely, 

K.  W.  Hubbard, 
Captain  Artillery  Corps. 


R.    D.   Jackson,   Chihuahua,    Mexico 
Professor  of  Mining  and    Metallurgy    1888-1900 

Your  kind  invitation  received.  I  thank  you  very 
much  for  remembering  me  and  hope  that  the  Commence- 
ment season  may  be  a  happy  one. 

It  will  be  impossible  for  me  to  attend  your  festivi- 
ties, but  you  have  my  best  wishes  for  a  successful  week. 

Yours, 

R.  D.  Jackson. 


William    B.    Daugherty,   Oakland,   California 
Principal   of  the    University    Commercial    School    1889-90 

Please  accept  this  in  full  acknowledgement  of  your 
cordial  invitation  to  attend  the  Tri-Decennial  Celebra- 
tion of  the  Nevada  State  University,  to  be  held  from 
May  28th  to  June  2d,  1904,  and  which  1  regret  to 
acknowledge  that  I  can  not  attend.  I  returned  from 
Reno  on  May  2d,  and  am  .sorry  to  confess  that  I  was 
too  busy  to  call  upon  you  while  I  was  there.  I  visited 
the  university  on  the  Sunday  before  leaving  Reno,  and 
with  my  daughter,  Mrs.  W.  L.  Coulter,  who  lives  near 
there,  I  went  to  the  ujiper  floor  of  the  first  building  and 
viewed     Reno     from    tiie     window.     After    which     we 


'IRI-  DECENNUL    CELEBRATION 

strolled   tlin)u,i!;h   the   grounds,  but    failed   to   meet   any 
one. 

I  should  have  taken  pleasure  in  meeting  you  at  the 
celebration,  but  while   I  can   not  be  there,  I  tender  my 
regrets,  with  thanks  for  your  invitation  and  hopes  that 
the  celebration  will  be  a  pleasant  success. 
1  remain,  yours  truly, 

Wm.   B.  Daughertv. 


T.   W.   Cowgill,    Phoenix,  Arizona 
Professor   Emeritus  of  English 

Your  good  letter  of  the  19th  of  May  at  hand.  I  am 
very  glad  to  hear  that  things  are  going  all  right  with 
you,  and  that  your  labors  for  the  university  celebration 
have  not  been  in  vain.  Sorry  I  can't  be  present.  I  fear 
Mr.  Springer  will  disappoint  you,  as  I  see  by  the  papers 
that  his  wife  has  just  died. 

Give  our  regards  to  all  our  friends  who  enquire 
about  us,  and  write  us  when  you  find  time. 

Sincerely  yours, 

T.  W.  Cowgill. 


Robert  Whitaker,   Fruitvale,   California 
Lecturer  in   Ethics  and    Public   Speaking    1902—3 

(  Author  of  the  Soug  "  My  Own  Nevada"  ) 

It  is  a  matter  of  sincere  regret  to  me  that  I  cannot 
accept  your  very  thoughtful  and  kindly  invitation  to  be 
present  on  the  occasion  of  the  Tri-Decennial  Celebra- 
tion of  the  University  of  Nevada,  which  begins  today. 

Please  convey  to  President  Stubbs  and  to  all  the 
members  of  the  faculty  and  friends  at  Reno,  my  heart- 
felt  appreciation  of  this  courtesy,   and   my  fellowship 

58 


LETTERS   OF  CONCRATULATIOS 

with  them  iu  spirit  on  this  very  happy  occasion.  I  have 
been  deeply  impressed  with  the  significant  part  which 
the  University  of  Nevada  is  playini^  in  the  hij^her  life  of 
a  commonwealth  which  I  verily  believe  is  bound  to  be 
one  of  the  great  commonwealths  of  our  nation.  With 
the  re.sources  at  its  command,  the  university  has  done 
and  is  doing  splendid  work,  and  its  president  and  fac- 
ulty and  friends  are  all  to  be  congratulated  on  its  noble 
record  and  inspiring  prospects.  The  University  of  Ne- 
vada is  worth  nu)re  to  Nevada  than  was  ever  the  Com- 
stock  Lode,  and  will  contribute  vastly  more  in  the  long 
run  to  make  Nevada,  as  a  state,  the  glorious  common- 
wealth she  is  destined  to  be.  May  heaven  smile  upon 
all  who  are  working  for  those  high  ideals  of  good  citizen- 
ship, and  genuine  manhood  and  womanliood  for  which 
the  University  of  Nevada  stands. 

Yours  in  the  fellowship  of  service, 

Robert  \Vhit.\ki:k. 


C.   L.    Rood,  Salt   Lake  City,   Utah 

Pioneer   Student   of  the   University   at    Elko 

Your  gracious  invitation  to  attend  Commencement 
Exercises  and  Tri-I)eccnnial  Celebration  is  just  at  hand. 
It  would  give  me  great  pleasure  to  accept,  and  thus 
meet  Mr.  Sessions  and  former  classmates,  as  well  as  to 
make  new  acquaintances.  My  business  has  kept  me 
closely  here  and  at  tlie  mines,  where  we  are  engaged 
in  the  initial  operations  of  a  new  mill.  I  am,  thcrelore, 
compelled  to  be  a  "clam,"  and  remain  at  home. 

With  best  wishes  for  the  complete  success  of  your 
celebration,  and  thanks  for  the  courtesy  extended,  I  am. 
Yours  sincerely, 

C.    L.   R(i(>i). 


59 


'I'RI-DECENNUI.    CEI.ERRATION 

Captain    V.    M.    Linscott,   (jreenville,    California 
Class  of  1896 

It  will  be  impossible  for  me  to  leave  the  mine  dur- 
ing Commencement  week.  Mr.  Whitney,  the  manajijer, 
is  absent. 

Thanking  you  for  your  kind  regards,  I  am. 
Very  respectfully  yours, 

v.  M.  LrxscoTT. 


The    Pioneer    Class 


The  tribute  to  the  Pioneer  Class  by  Mr.  Sessions, 
the  first  principal  of  the  university,  was  an  extract  from 
his  toast,  "The  University — the  Baby,"  which  will  ap- 
pear among  the  toasts  given  at  the  Alumni  Banquet. 


60 


I.eRov  D.   Brown 
first  president  ok  the  in1\  ersity 

DIED  JAMARY    1^,     I  8q8 


The    University's    First    President 
Le    Roy    D.    Brown 

A   Tribute   From    His   Son 


Bv   Thomas   C.    Brown 
(  Class  of  1899 ) 


'T^HE  subject  which  I  am  to  present  is  near  and  dear 
to  my  heart,  but  one,  withal,  on  which  I  feel  con- 
siderable delicacy  in  speaking.  But  I  am  glad  to  jdin 
in  the  spirit  of  this  University  Day,  and  to  take  advan- 
tage of  the  opportunity  to  pay  a  just  tribute  to  a  loving 
memory.  In  view  of  this  a  few  of  my  misgivings  dis- 
appear. 

The  time  of  which  1  am  to  speak  carries  me  back 
to  the  summer  of  1887,  and  to  the  town  of  Alliance, 
Ohio,  where  I  see  my  father  working  at  the  desk  of  a 
bank  cashier.  My  father  had  taught  for  twenty  years, 
and  had  filled  with  distinction  the  highest  educational 
oflSce  of  the  great  State  of  Ohio.  He  believed  that  Ik- 
had  served  his  state  faithfully  and  well,  and  that  it  was 
now  due  his  family  to  provide  for  their  personal  com- 
fort, and  for  the  education,  in  a  fitting  way,  of  his 
children.  Hardly  had  he  settled  down  in  his  comfort- 
able berth  as  cashier  of  a  new  bank  in  a  good  country, 
when  the  summons  came  to  throw  aside  these  plans 
and  accept  the  presidency  of  this  university.  It  was  at 
no  little  sacrifice  to  his  personal  plans  that  he  left  this 

61 


I'R i-dfa:ennial  CEL EBR.mON 

position  and  strnck  out  for  the  untried  "land  of  sun- 
shine." His  decision  was  made  cheerfully  and  proni])t- 
ly;  the  opportunity  to  be  again  in  his  chosen  profession 
was  clearly  appreciated  by  him,  and  the  possibilities  of 
Iiigher  and  greater  service  to  the  cause  of  education 
appealed  most  forcibly  to  him. 

He  brought  to  the  university  in  1887  the  accumu- 
lated and  well-tried  resources  of  long  school  service;  he 
l)rought  with  him  his  personal  energy  and  strong  will- 
power. Most  marked  of  all  were  his  devotion  to  duty 
as  he  saw  it,  and  the  singleness  of  purpose  which  char- 
acterized his  whole  administration  while  here,  the  pur- 
pose, to  which  all  else  was  subordinated,  being  the 
organization  and  development  of  this  university. 

His  first  work  was  to  select  a  capable,  progressive, 
and  sympathetic  faculty — men  and  women  who  would 
uplift  and  educate  the  Nevada  youth  by  force  of  char- 
acter as  well  as  by  the  didactic  exercises  of  the  class- 
room. This  work  was  done  slowly  and  carefully,  and 
into  it  was  tailed  his  ability  to  look  a  man  in  the  eyes 
and  read  his  character  and  purpose  in  their  depths. 

Next  followed  the  general  organization  of  the  uni- 
versity as  a  school,  and  to  this  he  bent  his  energies  and 
gave  his  best  thought.  It  was  necessary  to  furnish  at 
once  a  system  that  would  serve  immediate  needs,  and 
also  serve  as  a  foundation  for  the  permanent  structure  to 
come.  Into  this  system  he  was  careful  not  to  introduce 
machinery  which,  with  better  times  and  better  means, 
would  have  to  be  cast  aside.  He  built,  as  it  were,  the 
trestle  work  which  would  span  the  intervening  years, 
and  yet  be  strong  enough  to  support  the  heavy  work 
trains  to  follow.  The  gulf  he  endeavored  to  span  is 
well  nigh  filled  up  and  the  work  has  been  rounded  off 
with  scarcely  a  trace  of  the  crude  beginnings  left  to  tell 


62 


LE  ROr  D.    BROWN 

the  story  of  that  early  struggle;  but  beneath  it  all  is  to 
be  found  that  trestle  work  which  the  first  president 
built  so  well. 

September   5,   1887  saw    the    real   opening    of   the 
university.     Ushered  into  existence  by  the  provisional 
board  of  regents,   the   university   made  the   proverbial 
small  beginning.     Call  the  roll  of  that  September  morn- 
ing, and  we  find  the  president.  Miss  Clapp.  and  thirty- 
five  students  commencing  the  pioneer  work.     The  first 
year  was  one  of  much  trial  and  not  a  few  disappoint- 
ments.    Much    teaching    and    the    manipulation  of  the 
funds  (and  they   were  scanty)  drew  heavily  upon   the 
president's  vitality.     Of  that  first  year  my  father  said  to 
me:  "I  worked  from  sixteen  to  eighteen  hours  a  day;  1 
spent  the  nights  in  planning  for  the  days  that   not    a 
minute  might  be  lo.st  in  getting  under  way.     However, 
by  the  close  of  the  year  considerable  had  been  done,  and 
the  establishment  of  dormitories  for  the  young  men  and 
women  seemed  to  be  in  sight.     To  my  father  these  diffi- 
culties  were  a  test  of  strength,  in  which  he  rejoiced. 
He  had  met  the  good  people  of  Nevada  in  public  and  in 
their   homes;    he    had    found  the  students  willing  and 
anxious  to  make  the  most  of  their  opportunities.     And 
so,  at  the  close  of  the  year,  he  wrote  to  a  frieud,  "This 
year  has  been  the  happiest  and  most  useful  of  my  life." 
The  opening  of  the  second  year,  i888  to  18S9,  was 
a    more    auspicious   one.     Several   distinct    movements 
forward  were  made,  of  which  the  first  was  the  establish- 
ment of  the  normal  school.     He  devoted  considerable  of 
the  preceding  summer  vacation  to  its  organization,  ami 
by  fall  the  normal  school  was  under  way,  with  a  com- 
petent  principal  at  its  head,  and  a  training  school  as  an 
important   adjunct.     My  father  was  a  firm  believer  in 
the  efficacy  of  a  normal  department.      He  believed  that 

63 


TRI'DKCENNIAL    CELRRRATION 

teachers  should  liave  special  training,  and  that  the  state 
should  give  it  to  them.  These  views  are  currently 
accepted  throughout  this  country  at  this  time,  but  a 
perusal  of  public  discussions  as  seen  in  the  newspapers 
of  that  time  will  demonstrate  that  such  views  were  some- 
what in  advance  of  then  public  opinion.  He  further 
believed  that  the  normal  school  would  benefit  not  only 
the  schools  but  would  react  upon  the  university  and 
stimulate  its  growth.  He  reasoned  that  the  normal 
teachers,  scattered  throughout  the  state,  would  educate 
to  a  better  degree  their  material,  as  found  in  the  public 
schools,  and  that  these  students,  coming  to  the  univer- 
sity thus  better  prepared,  would  raise  its  standard  in  an 
essential  way. 

At  the  same  time  that  the  normal  school  was 
started,  the  school  of  mines  and  mechanical  arts  was 
put  on  an  independent  and  better  basis,  with  a  practi- 
cal man  in  charge.  While  the  president  was  personally 
a  strong  exponent  of  a  liberal,  and,  to  some  extent,  clas- 
sical education  for  all  students  who  could  afford  it,  he, 
nevertheless,  saw  that  the  University  of  Nevada,  if  it 
were  to  attract  a  majority  of  the  young  men  of  the 
state,  would  have  to  provide  a  strong  mining  course 
that  would  prove  second  to  none  on  the  coa.st.  As  a 
result  of  this  policy,  long  before  the  other  departments 
of  the  university  had  reached  the  standard  of  similar 
colleges,  the  Nevada  mining  course  had  a  reputation 
for  preparation  and  results  that  was  recognized  on  this 
coast  and  abroad. 

The  next  move,  occurring  also  in  that  year,  was  the 
establishment  of  the  military  department.  At  this  time 
the  detail  of  West  Point  officers  was  determined  by 
population.  The  smallness  of  Nevada's  population 
effectually   barred   this   university   from  this   privilege. 

64 


LEROr  D.    BROJVN 

In  fact,  the  whole  Pacific  Coast  had  but  one  officer,  and 
he  was  at  Berkeley.  At  great  pains,  and  at  the  expense 
of  many  a  letter  written  when  he  should  have  been 
getting  needed  rest,  my  father  grouped  his  friends  and 
his  friends'  friends  behind  a  national  bill  that  would 
remedy  the  difficulty.  In  September  of  1888.  Senator 
Stewart  telegraphed  that  the  bill  had  passed,  and  that 
we  would  soon  have  a  West  Point  officer.  The  details 
in  the  military  department  were  carefully  worked  out, 
and  the  principle  established  that  every  male  student 
must  drill.  Actual  service  at  the  front  in  '64  had  taught 
my  father  the  necessity  for  such  training,  and  he  was 
not  slow  in  making  it  an  integral  part  of  the  course. 

The  fourth  stride  in  the  direction  of  pnjgress  was 
the  establishment  of  the  experiment  station.  Grounds 
were  .secured,  fields  planted  for  experimentation, 
weather  phenomena  investigated,  and,  in  short,  every- 
thing that  could  make  this  station  of  immediate  use  to 
the  farmers  of  the  state,  was  done.  In  May,  1889,  while 
en  route  to  West  Point,  we  stopped  at  Cornell  Univer- 
sity, where  for  two  days  my  father  investigated  the 
workings  of  the  station  of  that  university,  and  on  his 
return  to  Reno,  put  into  good  use  the  ideas  gleaned 
from  the  inspection  of  what  was  then  one  of  the  l)est 
stations  of  the  country. 

The  third  year  opened  with  one  hundred  and  nine 
students  and  eight  professors — quite  an  increase,  indeed, 
over  the  enrollment  of  the  two  years  previous.  In 
November  of  the  same  year,  my  father  tendered  his 
resignation,  leaving  soon  afterward  for  Southern  Cali- 
fornia. It  was  not  an  easy  thing  for  him  to  turn  away 
from  the  field  where  he  had  spent  the  best  of  his  life. 
His  hopes,  his  ambitions,  and  his  ideals  were  wrapped 
up   in  this  university    and    its   students.      He    felt    the 

6,- 


TRI-DECENMAL    CELEBRATION 

k'aviii};  keenly;  for  lie  wrote,  "livery  place  wherein  we 
tlwell  must  be  a  scene  of  partings  and  tender  farewells." 

He  never  forgot  his  stay  with  you,  and  though  his 
work  here  was  finished,  to  his  dying  day  he  was  true  to 
tlie  university  he  loved  so  well.  At  the  expense  of  a 
jiersonal  reference  I  shall  mention  an  incident  which 
shows  how  unwavering  was  his  confidence  in  the 
strength  and  progress  of  this  university.  When  his 
oldest  son  graduated  from  a  California  high  school,  he 
sent  him  to  neither  of  the  California  universities  but  to 
Reno.  That  was  the  most  sincere  tribute  he  could  pay 
to  the  university  he  had  founded  and  to  the  people 
among  whom  he  had  worked.  It  was,  further,  a  mark 
of  personal  respect  and  confidence  in  the  goodly  influ- 
ence of  your  present  president,  whom  my  father -had 
known  in  college  and  in  educational  circles  in  Ohio. 

Of  his  work  in  Nevada  he  wrote  to  a  friend:  "I 
count  my  nearly  three  years  in  Nevada  as  the  greatest 
in  my  career.  The  university  of  the  state,  which  I  was 
called  to  organize,  is  now  the  best  all-round  school  this 
side  the  Rockies  and  it  works  on  the  plans  I  placed 
on  the  trestle  board." 

While  here,  my  father  set  a  high  standard  of  moral- 
ity for  faculty  and  students  alike.  His  whole  course 
was  permeated  by  the  daily  desire  to  make  this  a  great 
university,  to  do  practical  good  to  its  students,  and  to 
keep  it  and  them  in  touch  with  the  people  of  the  state. 

"To  live  in  hearts  we  leave  behind  is  not  to  die." 
In  deepest  truth  may  this  be  said  of  my  father,  in 
whose  stead  I  am  here  today.  Were  it  not  for  the 
shortness  of  the  time,  I  would  gladly  pause  to  tell  you 
more  of  his  life  and  aims,  and  to  pay  a  longer  tribute  to 
one  who  was  a  noble  father;  of  one  whose  heart  was 
yours,  and  whose  educational  ideals  and  life's  ambitions 

66 


IE  ROT  D.    BROff^'N 

were  wrapped  up  in  this  your  state  university.  His 
was  the  seeing  eye,  the  sympathetic  heart,  the  discern- 
ing mind — all  directed  toward  the  betterment  of  this 
3'our  university. 

His  influence  has  penetrated  through  all  these 
years  and  its  potent  though  silent  force  speaks  elo- 
quently for  the  advancement  of  this  university.  No 
better  reward,  no  greater  meed,  would  he  ask  than  to 
see  the  progress  and  development  this  university  has 
made;  to  see  it  an  equal  partner  in  the  great  trinity  of 
western  universities — Stanford,  Berkeley,  Nevada. 


University    Hymn 

\^By   Sam  Davis ^ 


(Music  adapted  from  Weber's  '•  Freischutz  "  by  Mrs.   Rosk  V.  S.  Kf.kky) 

May  we  thnnigh  life  thy  teaching  bless, 
F,ndow  our  souls  with  thankfulness, 
Void  every  action  of  ofl'ense, 
Divest  our  lives  of  false  pretense. 

And  make  our  hearts  forgiving. 
And  may  our  reverence  for  thee 
A  guide  and  inspiration  be, 
That  in  the  future  we  may  find 
Our  lives  a  solace  to  mankiiul, 

And  better  for  the  living. 

While  pulsing  years  may  come  and  go, 
Life  speed  her  shuttle  to  and  fro, 
With  each  succeeding  festal  day, 
(>  hand  of  Hope,  still  point  the  way 

To  some  serener  height. 
And  where  the  lamps  of  learning  glow, 
Teach  us  to  feel,  teach  us  to  know; 
And  light  of  Truth,  with  steady  ray, 
Disclose  each  pitfall  in  the  way, 

.\nd  guide  our  steps  aright.  May,   u>04. 

67 


The   Spirit   of  the    f^ioneers 


Bv    One   of   Them,    Professor   Emeritus   Hannah    K.    Clapp 


T\7HItN  asked  to  write  the  history  of  the  early  days 
of  this  beloved  university,  I  declined.  Memories 
came  flocking  so  fast,  and  each  so  dear,  that  nothing 
short  of  a  book  would  tell  the  story.  It  is  only  in  wit- 
ness of  the  irresistible  arts  of  your  committee  that  I  am 
here  today,  and  that,  though  I  have  lived  the  years  all 
over  again,  I  have  tried  to  select  only  a  representative 
part. 

The  beginning  of  the  story  is  the  story  of  the  be- 
ginning; for  you  should  realize  what  a  humble  begin- 
ning it  was  in  1887.  Today  you  are  thrilling  with  pride 
in  your  grounds,  buildings,  equipment,  and  all  the  com- 
forts of  home  with  modern  improvements.  In  1887, 
perched  here  on  the  hillside,  were  but  a  basement  and 
an  attic  and  another  story.  The  institution  was  reached 
only  by  a  romantic  path — no  pavements  anywhere. 
When  the  rains  began,  we  paved  the  path  ourselves 
with  overshoes  and  good  intentions.  In  the  long  run 
I  found  that  half  my  cash  salary  had  gone  for  over- 
shoes; I  always  got  credit  for  good  intentions.  We  had 
no  electricity — no  gas,  except  what  we  generated  our- 
selves. Instead,  we  burned  midnight  oil,  that  made  the 
blackness  yet  more  palpable;  we  could  see  it  in  the  air 
— smell  it,  too. 

In  1887  the  faculty  of  the  University  of  Nevada 
consisted  of  the  following  important  names,  to-vvit, 
President   Brown  and   H.  K.  Clapp.     This  august  body 

68 


Professor  Emkritus  Hannah  K.  Claim' 


SPIRIT  OF  THE   PIONEERS 

presided  over  the  destinies  of  a  microscopic  student 
body,  whom  it  inspired  with  reverence  and  awe.  But 
we  were  not  long  in  want  of  anything.  The  people  of 
Reno,  in  order  to  have  the  university,  had  become  re- 
sponsible for  a  large  sum  of  money,  secured  by  county 
bonds.  The}'  were  an  ambitious  and  energetic  com- 
munity, who  keenly  appreciated  having  a  university  in 
their  midst,  and  who  inspired  the  regents  to  nurse  with 
all  care  the  infant  institution.  The  first  addition  they 
made  to  our  faculty  was  Professor  Miller,  who  came  as 
special  instructor  in  physiology  and  as  a  general  all- 
round  assistant.  Soon  followed  Professor  Jackson  from 
the  University  of  California,  who  opened  the  mining 
department.  A  little  later  Miss  Tupper  came  to  grace 
a  new  departure,  our  department  of  normal  training. 
There  were  five  of  us,  representing  twice  as  many 
departments,  packed  into  one  building.  A  simple  class- 
room was  dignified  by  the  name  of  the  physiological 
laboratory.  The  basement  represented  the  laboratory 
of  physical  .sciences,  as  was  befitting  this  foundation  of 
knowledge,  and  with  equal  fitness  our  crowning  glory 
was  the  department  of  normal  training  in  the  attic — it 
was  an  airy  attic.  The  rest  of  us  felt  a  bit  commonplace, 
but  we  did  the  best  we  could. 

We  really  did  the  best  we  could.  It  is  a  joy  today 
to  remember  the  unfailing  courtesy,  the  mutual  helpful- 
ness, and  good  nature  that  filled  the  chinks  t)f  those 
close  quarters.  The  students  were  not  one  whit  behind 
the  teachers,  but  worked  with  an  enthusiasm  that  was 
inspiration.  They  were  thankful  for  what  they  t^ot, 
and  helped  us  bear  the  inconveniences  with  so  kindly 
a  spirit  that  we  actually  rejoiced  in  the  circumstances. 

Our  friends  were  constantly  at  work.  A  military 
officer  was  deemed  our  next  necessity.     The  board  (M 

69 


TRl-DECENNIAL    CELEBRATION 

regents  appealed  to  Senator  Stewart,  who  was  always 
anxious  to  aid  us.  He  found  that  an  amendment  must 
he  passed  before  Nevada  could  pretend  to  a  military 
officer,  and  he  at  once  set  to  work  for  the  amendment. 
In  his  own  words,  "When  it  passed  both  houses,  I  took 
the  bill  in  hand,  ordered  a  carriage,  and  drove  to  the 
White  House  —  President  Cleveland  signed  the  bill: 
then  to  the  War  Department,  where  I  found  that  there 
were  but  two  officers  who  could  be  detailed  for  the 
position.  I  looked  up  their  records  at  West  Point  and 
in  the  Army,  and  made  up  my  mind  that  Lieutenant 
Ducat  was  the  man;  telegraphed  the  regents,  and  they 
answered,  'Engage  him  at  once.'  " 

Lieutenant  Ducat  proved  to  be  the  right  man  in  the 
right  place.  He  was  not  only  a  thorough  military  man, 
but  a  whole  host  in  himself.  He  found  occasion  to  show 
himself  a  good  carpenter  and  a  splendid  clerk.  I  recall 
watching  him  one  morning  when  the  drill  was  in  prog- 
ress. As  his  sharp,  quick  orders  brought  instant  obedi- 
ence, I  thought,  "How  stern  he  is."  The  next  morning 
I  happened  into  his  house  and  found  him  with  sleeves 
turned  back  and  a  towel  across  his  lap,  tenderly  bathing 
his  week-old  baby,  and  I  thought,  "How  tender  he  is." 

I  should  like  to  dwell  a  moment  on  the  spirit  of 
that  faculty.  Providence  has  a  special  care  for  the 
young,  whether  human  beings  or  their  creations. 
Surely  it  was  true  of  this  university.  When  I  think 
of  the  fine  scholarly  work  that  was  done  in  those  early 
days  of  this  institution,  and  of  the  enthusiasm,  conse- 
cration, and  special  fitness  of  each  member  of  the 
faculty,  it  seems  it  could  have  been  nothing  short  of  a 
special  direction  that  led  to  the  choice  of  them.  There 
were  not  only  all  the  difficulties  to  be  met  that  attend 
the  beginning  of  any   institution,  but   also   the  added 


70 


SPIRIT  OF  THE  PIONEERS 

diflficulties  that  must  attend  an  institution  in  so  isolated 
a  situation.  The  Sierras  shut  us  in  on  the  Pacific  side, 
and  a  weary  stretch  of  almost  uninhabited  plain  sepa- 
rated us  from  the  Atlantic  Coast.  These  were  pioneers, 
indeed,  and  their  spirit  was  worthy  the  opportunity. 
It  is  not  boasting  to  say  the  same  of  their  achievement. 
We  have  proof  of  it  in  the  positions  occupied  today  by 
the  graduates  of  those  days.  Bristol,  Henry  Fulton, 
Frey,  Hardach,  and  the  Durkee  boys  are  all  in  South 
Africa,  earning  as  high  as  fifteen  thousand  dollars  a 
year.  It  takes  well  trained  men  to  earn  such  money  as 
that.  The  congressman  from  Nevada  today,  Mr.  \'an 
Duzer,  was  one  of  the  boys  of  those  former  days,  and 
he  is  a  credit  to  his  teachers  and  to  Nevada.  Many 
others  occupy  honorable  positions,  and,  if  the  rooters 
of  those  days  were  here,  there'd  be  some  astounding 
cheering  for  their  classmates. 

To  go  on  with  my  story,  suddenly  the  university 
was  struck  by  a  political  cyclone,  whose  mighty  force 
decapitated  our  president.  The  regents  informed  the 
faculty  that  the  president  had  resigned,  and  that  they 
must  keep  the  university  in  running  order  till  a  succes- 
sor should  be  appointed.  One  of  the  regents  went  east, 
guided  by  some  unknown  star,  to  find  a  president.  He 
found  him  at  Colorado  Springs  in  the  person  of  Stephen 
A.  Jones,  a  graduate  of  Bonn  University,  Germany,  a 
dignified  and  scholarly  gentleman.  Under  his  adminis- 
tration we  had  the  agricultural  and  mechanical  college 
grant  of  $25,000  and  the  experiment  station  grant  of 
$15,000  annually,  besides  an  increased  appropriation 
from  the  legislature,  so  that  the  work  was  greatly  wid- 
ened and  the  u.sefulness  of  the  university  correspond- 
ingly increased. 

Then   came   Doctor   Phillips  from    Princeton.     His 


7« 


TRl   DECENNIAL    CELEBRATION 

specialties  were  chemistry  and  jjliysics,  and  his  worl: 
was  worthy  his  exceptional  trainiiig. 

Then  Professor  Hillman  came  from  Michigan  Agri- 
cultural College  to  take  charge  of  the  departments  of 
botany  and  entomology.  He  was  not  only  a  successful 
teacher,  but  a  true  scientist.  He  published  the  tlora  of 
the  Truckee  Valley,  and  did  other  valuable  work.  In 
addition  to  this,  he  was  an  exquisite  musician,  and  was 
constantly  in  demand  in  society,  where  he  shone.  I  am 
glad  to  tell  this  of  him;  it  is  true  of  sf)  few  scientists.  I 
take  it  that  it  showed  added  power  in  the  man. 

There  came  also  Professor  Wilson  to  teach  agricul- 
tural chemistry.  He  brought  to  the  farmers  the  reve- 
lation of  the  Babcock  Test,  which,  as  most  of  you  know, 
is  used  as  a  test  for  pure  milk.  A  farmer  preacher  said 
he  had  been  preaching  honesty  all  his  life,  but  Professor 
Wilson  with  his  milk  test  did  more  for  honesty  than  all 
the  preachers.  He  needs  no  commendation  of  mine  or 
of  anyone.  His  work  is  a  constant  proof  of  his  invalu- 
ableness,  and  I  rejoice  that  you  still  have  him  with  you. 

And  la.st  but  not  least  of  the  strong  men  that  came 
to  us  during  that  time  is  your  good  Richard  Brown.  A 
well  prepared  man  in  every  way,  perhaps  his  greatest 
power,  which  amounted  to  genius,  was  his  ability  to 
grasp  the  situation  as  it  was  at  that  time.  The  men  who 
followed  him  found  pupils  with  due  preparatory  train- 
ing, but  he  found  what  might  be  with  all  fitness  called 
raw  recruits.  They  were  wholly  unable  to  begin  a 
study  of  the  scientific  principles  of  mechanics;  so  what 
did  he  do?  He  made  them  fit.  He  got  hammers  and 
saws  and  planes  and  various  other  implements,  and  he 
set  his  pupils  actually  to  work.  He  got  an  old  second- 
hand engine,  took  it  apart  with  the  boys,  and  with  them 
put  it  together  again,  and  that  so  well  that  it  was  a  good 


72 


SPIRIT  OF  THE   PIONEERS 

engine  when  finished,  and  the  boys  understood  its  mech- 
anism thoroughly.  He  was  then,  as  he  is  today,  the 
right  man  in  the  right  place.  May  he  long  be  spared 
to  you. 

Another  break  in  the  even  tenor  of  our  way  now 
occurred.  Despite  the  great  efforts  President  Jones  put 
forth,  and  even  amid  his  good  work,  he  resigned  at  the 
end  of  the  school  year.  A  second  cyclone  was  in  the 
air. 

But,  as  has  been  often  proved  in  economic  and  so- 
cial life,  the  success  of  an  institution  or  enterprise  does 
not  depend  upon  any  one  woman  or  man;  so  in  spite  of 
these  frequent  changes,  the  university  kept  its  equilib- 
rium and  moved  on  in  the  even  tenor  of  its  way.  Step 
by  step  it  has  advanced,  year  by  year  I  have  seen  it 
grow,  until  today  it  holds  equal  rank  with  other  institu- 
tions of  its  kind. 

I  have  rejoiced  in  every  gain,  and  shall  as  long  as  I 
live;  I  am  glad  to  have  been  spared  to  see  this  day.  1 
am  proud  of  this  magnificent  university;  I  am  proud  of 
its  triumphs  and  history.  I  rejoice  in  your  pride,  and 
pray  earnestly  that  when  you  look  about  you  and  see 
how  much  you  have,  you  may  feel  the  inspiration  of 
humble  beginnings,  remembering  that  faithful  service 
and  worthy  work  make  those  humble  beginnings  the 
foundation  of  greatnes.s,  as  they  are  the  foundation  of 
the  great  institution  you  have  today.  This  is  the  herit- 
age from  that  first  faithful  band  of  pioneers,  whose 
spirit  now  rests  upon  you,  and  whose  blessing  I  would 
bestow  upon  you  also. 


73 


what    the    University   Stands    For 


Bv    Professor  N.    E,    Wilson 


npHKRK  is  one  name  before  the  American  public 
which  stands  forth  as  does  hardly  anj'  other  name 
in  the  advancement  of  the  liberal  education  of  the 
masses  in  this  country.  I  refer  to  that  of  Senator  Jus- 
tin S.  Morrill,  of  the  State  of  Vermont,  who,  for  over 
forty-four  years,  was  in  the  halls  of  legislation  of  this 
country,  respected  by  all  from  one  side  of  the  country 
to  the  other  simply  through  his  own  personal  worth 
and  merit.  It  is  due  to  Senator  Morrill  that  institutions 
of  the  class  which  this  university  represents  are  today 
in  existence.  It  was  during  his  third  term  as  a  mem- 
ber of  the  House  that  he  brought  forth  a  bill  setting 
aside  government  land,  the  revenue  from  the  sale  of 
which  should  go  toward  the  founding  of  institutions  of 
learning  in  this  country.  This  bill  was  promptly  ve- 
toed by  President  Buchanan,  but,  undaunted,  he  again 
brought  forward  the  bill,  which  was  passed  by  both 
House  and  Senate,  signed  by  President  Lincoln,  and 
became  a  law  on  March  2,  1862.  By  this  act,  which  pro- 
vides for  the  endowment,  support,  and  maintenance  of 
at  least  one  college  in  each  state  and  territory,  whose 
object  should  be  to  teach,  without  excluding  other  sci- 
ences or  the  classics  and  including  military  science  and 
tactics,  such  subjects  as  are  related  to  agriculture  and 
the  mechanic  arts. 

From  this  there  have  arisen  in  the  United  States 
sixty-four  institutions,  and  there  has  been  appropriated 


7+ 


THE    UNH'-ERSlTr 

by  the  government  under  this  act  $25,500,000.  The 
number  of  teachers  employed  in  these  institutions  is 
1532  and  the  number  of  students  in  attendance  today  is 
25,069.  Among  these  institutions  stands  the  Univer- 
sity of  Nevada. 

I  do  not  wish  to  go  into  personal  history,  but  I  do 
wish  to  say  this:  In  the  year  1891,  in  the  early  days  of 
the  month  of  July,  I  visited  my  alma  mater.  While  I 
was  there  talking  with  some  of  the  old  boys,  who  were 
engaged  at  the  Maine  Agricultural  lixperiment  Station, 
one  of  them  said  to  me,  "So  you  are  going  out  to  Ne- 
vada!" "Yes."  "Well,  why  in  heavens  don't  you  get 
off  of  the  earth!"  He  got  a  catalogue,  held  up  the  pic- 
ture of  the  main  building,  and  said,  "That  is  the  Uni- 
versity of  Nevada."  I  said,  "I  do  not  know  wliere  I  am 
going  or  what  I  am  going  to,  but  I  am  going  to  take 
Horace  Greeley's  advice  and  'Go  West  and  grow  up 
with  the  country.'"  The  i8th  of  August  found  me  in 
Reno,  and  two  days  after  I  began  my  duties  in  this 
institution. 

When  I  came  here,  there  were  but  three  buildings 
— the  main  building,  the  building  now  occupied  by  the 
mining  department,  but  then  by  the  agricultural  experi- 
ment station,  and  the  building  now  known  as  Stewart 
Hall  and  then  used  as  a  dormitory  and  also  as  a  dining 
hall,  as  it  is  at  present.  A  hole  in  the  ground  repre- 
sented the  basement  of  what  was  the  old  mining  build- 
ing, which  was  constructed  that  season.  The  rear  ot 
the  campus  was  then  entirely  devoted  to  the  purposes 
of  a  drill  ground. 

I  am  glad  that  it  has  been  my  pleasure  to  be  some- 
what of  a  pioneer  myself  in  this  institution,  which  is 
the  pride  of  the  state,  coming  here,  as  I  did,  opposed 
by  all  my  friends  and  my  family. 


75 


IRI  DECENNIAL    CELEBRATION 

I  liave  learned  to  love  the  vState  of  Nevada,  and  the 
conditions  which  surround  her.  I  firmly  believe  that 
although  I  am  but  a  son  by  adoption,  I  can  sing  as 
feelingly   as  any  of  you — 

"  My  own  Nevada,   I  am  not  ashamed  of  thee; 
My  own  Nevada,  thou  art  home  to  me." 

Aside  from  the  buildings  which  have  been  men- 
tioned, there  stood  upon  the  grounds  at  that  time,  over 
Viack  of  the  main  building,  an  old  barn,  and  the  students 
who  were  called  day  students  in  those  days,  used  to  tie 
their  horses  to  it.  It  was  an  ungainly  thing.  Shortly 
afterward  we  desired  a  mechanical  shop.  The  means 
were  not  at  hand,  and  we  knew  not  which  way  to  turn, 
but  it  was  finally  suggested  that  we  take  the  old  barn 
and  make  a  shop  of  it.  Under  the  guidance  of  Mr.  Rich- 
ard Brown,  it  was  moved  to  the  present  site  of  the 
mechanical  building  and  there  converted  into  a  respect- 
able shop,  the  boys  who  were  attending  at  that  time 
sharing  in  the  work.  This  shop  was  fitted  for  wood- 
working, and  fairly  well  for  machine  work.  A  second- 
hand boiler,  the  one  to  which  Miss  Clapp  referred,  was 
hauled  from  Theodore  Winter's  ranch  in  Washoe  Val- 
ley. This  building  served  as  a  shop  for  a  number  of 
years,  and  the  work  that  was  done  there  was  good, 
practical  work. 

The  attendance  at  the  institution  was  small.  In 
tlie  year  1891-2  we  had  an  attendance  of  153  students; 
in  1892-3,  189.  Beginning  with  the  next  year,  the  in- 
stitution started  upon  a  new  regime.  Kverything 
seemed  to  be  pointing  toward  its  upbuilding  and  en- 
largement along  the  lines  we  now  see.  In  September, 
1894,  a  change  was  made  in  the  administration,  when 
Doctor  Stubbs,  our  honored  president,  came  into  charge 

76 


THE   VNl^ERSirr 

of  the  institution.  A  large  increase  of  students,  265  in 
number,  brought  about  serious  problems.  The  first 
thing  which  he  saw  was  necessary,  was  the  providing 
of  homes  upon  the  college  campus  for  our  students. 
Consequently,  the  legislature  was  asked  for  an  appro- 
priation for  two  dormitories,  Lincoln  Hall  for  the  boys, 
and  what  was  then  known  as  the  Girls'  Cottage  for  the 
girls.  These  buildings  were  completed  and  occupied 
on  the  first  of  January,  1896.  It  was  a  great  relief  to 
be  allowed  to  take  the  old  dormitory  in  Stewart  Hall 
for  class-rooms,  which  were  badly  needed,  and  to  place 
the  boys  and  girls  in  quarters  which  had  all  the  com- 
forts and  safeguards  of  a  home. 

On  the  second  of  November  the  old  barn,  which 
had  been  converted  into  a  shop  and  which  had  become 
a  landmark,  was  burned  to  the  ground.  It  was,  indeed, 
a  blessing  in  disguise,  although  the  loss  at  the  time  was 
serious.  However,  within  six  weeks  a  structure  was 
put  up.  and  the  shop  housed  there  temporarily  until 
the  next  meeting  of  the  legislature,  when  an  appropri- 
ation was  made  for  the  building  of  the  shop  as  it  now 
stands.  The  old  shop,  I  say,  was  a  landmark.  There 
was  probably  no  dearer  spot  on  the  campus  to  the  older 
alumni  than  this  old  shop,  which  was  familiarly  known 
as  the  pasture,  the  name  having  a  very  euphonious 
prefix.  In  1896,  through  the  combined  efforts  of  the 
president  and  faculty,  and  the  people  of  this  city,  to- 
gether with  the  hard  work  of  the  students,  the  gymna- 
sium, the  building  in  which  we  now  are,  was  built.  We 
needed  this  building  for  general  gatherings  and  for  the 
military  purposes  to  which  this  institution  is  pledged. 

Sunday,  August  26,  1900,  the  experiment  station 
building  took  fire  and  burned  to  the  ground.  Another 
serious  loss  was  here  encountered,  far  more  serious  than 


77 


1RI~DRCENNIAL    CELEBRATION 

the  loss  of  tlic  sluip,  tor  stored  in  this  huildinj;  in  tlit 
l)otaniciil  section  were  the  results  of  ten  years  of  stren- 
uous labor  on  the  part  of  the  officers  of  the  botanical 
department.  The  herbarium  and  the  entomological 
collection,  which  were  inaccessible,  were  licked  up  by 
the  fire.  In  this  building  was  also  the  chemical  labora- 
tory of  the  experiment  station,  which  also  suffered  com- 
jilete  wreck.  But  again  the  fire  was  a  blessing  in  dis- 
guise, and  after  two  years  in  cramped  conditions,  two 
years  of  shifting  to  this  thing  and  to  that,  we  found 
ourselves  housed  in  the  new  chemical  building,  which 
though  without  beauty  or  ornament,  is  very  conve- 
nient and,  on  the  inside,  is  a  model. 

The  same  year  that  the  chemical  building  was 
erected  the  hospital  was  built. 

In  1900  the  President's  House  was  erected,  so  that 
now  we  have  the  campus  adorned  with  eleven  substan- 
tial structures,  the  equipment  of  which  is  extremely 
good,  though  you  will  never  find  any  man  in  any  de- 
partment who  will  admit  that  his  department  is  all 
that  it  should  be.  They  are  always  looking  for  some- 
thing more,  something  new,  that  will  bring  the  depart- 
ments up  to  the  standard  and  keep  them  up  to  date. 
So  much,  then,  for  the  outward  history  of  the  uni- 
versity. 

As  to  the  courses  of  instruction  which  we  have  in 
this  institution,  these  are  divided  into  the  college  of 
arts  and  science,  the  college  of  agriculture  and  mechanic 
arts,  and  the  college  of  engineering.  Aside  from  these 
we  have  the  normal  school  and  the  university  high 
school.  The  college  of  arts  and  science  includes  the 
school  of  liberal  arts  and  the  school  of  general  science; 
while  the  college  of  agriculture  and  mechanic  arts  in- 
cludes the  school  of  agriculture  and  the  school  of  me- 


f         ;'  w^l 


^     > 


n 


?<  Ci- 


r 


:n# 


>- 


'.  ♦ .) 


THE  UNirERsirr 

chanic  arts,  together  with  the  school  of  domestic  science. 
Among  the  schools  of  engineering,  the  most  prominent 
is  the  school  of  mines.  It  is  fit  that  the  mining  depart- 
ment of  this  institution  should  stand  foremost  among 
our  college  courses.  It  has  been  so  for  years  and,  in- 
deed, will  be  for  years  to  come,  but  it  does  seem,  also, 
that  there  should  be  as  nearly  equal  prominence  given 
to  the  school  of  agriculture,  because  the  time  will  surely 
come  in  the  development  of  this  state  when  agricul- 
tural education  will  be  in  strong  demand.  There  is  no 
longer  any  doubt,  no  matter  what  may  have  been  the 
conditions  in  the  past,  but  that  we  must  sooner  or  later 
fall  back  upon  the  oldest  of  all  industries — that  of  agri- 
culture. The  Government  of  the  United  States  is  today 
wisely  appropriating  funds  for  the  reclamation  of  the 
arid  lands,  and  we  do  not  realize  what  this  is  to  do  for 
the  State  of  Nevada.  So  I  say  that  our  school  of  agri- 
culture should  stand  equally  prominent  with  our  school 
of  mines. 

We  have  also  the  schools  of  mechanical  and  civil 
engineering,  and  the  school  of  liberal  arts,  which  en- 
rolls the  largest  number  of  students.  This  is  to  be  ex- 
pected, of  course,  under  existing  conditions.  It  is  not 
generally  known  that  fifty  per  cent  of  the  students  in 
the  college  courses  are  young  ladies,  who  naturally 
want  a  liberal  education  along  the  lines  provided  by 
the  school  of  liberal  arts. 

The  aim  of  all  these  courses  and  of  the  instructors 
concerned,  is,  as  far  as  possible,  to  give  to  the  students 
who  come  to  this  institution  the  education  which  they 
desire.  We  propose  not  only  to  fit  them  with  education 
broad  and  liberal,  not  only  to  make  them  good  men  and 
women,  but  also  good  citizens  of  this  state  and  coininvi- 
nity.     Higher  aim  no  institution  can  have. 


79 


TRl-DECENNUL    CELEBRATION 

The  work  of  Ihe  different  agricultural  and  technical 
schools  is  conducted  along  practical  lines,  and  whenever 
it  is  possible,  we  combine  practice  with  theory.  In  the 
mining  course,  the  mechanical  course,  and  the  agricul- 
tural course,  just  as  far  as  it  is  possible,  we  give  the 
students  an  opportunity  to  perform  upon  a  practical 
scale  the  very  things  which  they  would  do  in  life  in 
the  industries  which  these  courses  represent.  In  found- 
ing the  great  Cornell  University,  Ezra  Cornell  said  that 
he  would  found  an  institution  where  any  person  could 
obtain  a  liberal  education  in  any  subject.  That  is  an 
ideal  which  every  institution  should  look  up  to.  It  is 
an  ideal  which  we  also,  as  an  institution,  look  up  to;  but 
we,  of  course,  must  realize  that  we  cannot  make  our 
ideal  as  high  and  broad  as  that,  at  least  for  some  years 
to  come.  Conditions  nece.ssarily  compel  us  to  limit  our 
courses  of  instruction,  and  yet  it  is  our  aim  to  give  such 
courses  that  the  .student  may  get  from  them  all  that  he 
could  get  from  any  institution  in  the  land. 

Our  institution  is  small;  yet  there  is  this  con.sola- 
tion  to  any  student  who  attends  a  small  institution,  that, 
if  he  is  made  of  the  right  kind  of  stuff,  he  can  get  more 
out  of  his  course  in  the  smaller  institution  than  he  can 
in  the  larger,  simply  because  he  comes  into  closer  con- 
tact with  those  who  are  directing  the  various  depart- 
ments of  the  institution  and  with  those  with  whom  he 
is  associated  in  the  class-room.  He  can  get  everything 
that  one  person  can  get  from  another  by  the  continual 
brushing  of  elbows.  It  is  one  of  the  drawbacks  of  the 
larger  institutions  that  their  students  do  not  get  closer 
to  the  instructors. 

The  location  of  this  university  is  ideal  in  some  re- 
spects; in  others  it  is  not.  It  is  an  open  question  as  to 
which  is  best  for  an  institution,  the  city  or  the  rural 

80 


THE    UNirERSITT 

district.  The  larger  institutions  are  nearly  all  located 
in  the  city,  but  we  find  that  the  attractions  take  away 
from  the  direct  purpose  for  which  the  institution  was 
founded.  On  the  other  hand,  the  cities,  especially  the 
manufacturing  and  industrial  centers,  give  the  student 
an  opportunity  to  supplement  his  work  by  observation 
of  actual  work  along  the  industrial  lines;  and,  in  a  way, 
afford  him  many  social  and  other  advantages  which  we 
in  our  isolated  position  do  not  get  directly.  These  our 
institution  must  provide  as  far  as  it  can.  But  our  loca- 
tion gives  us  a  dominant  place  in  this  community,  and 
this,  together  with  the  close  relations  existing  between 
the  students  and  the  officers  of  the  institution,  makes 
up  for  considerable  that  otherwise  might  be  considered 
detrimental. 

We  have  also  another  side  to  this  institution,  and 
that  is  its  athletic  side.  The  question  as  to  whether 
athletics  should  have  a  place  in  educational  institutions 
has  been  discussed  throughout  the  land.  There  are 
good  arguments  to  be  given  on  both  sides.  Some  insti- 
tutions have  gone  so  far  as  to  prohibit  them,  but  I  say 
from  my  experience  in  affairs  of  this  kind,  that  the  ath- 
letic spirit  is  one  to  be  cultivated;  that  the  prominence 
which  we  give  to  athetics  is  of  great  advantage  to  the 
students  and  to  the  institution  itself.  We  well  know 
that  there  is  nothing  that  has  done  more  to  bring  her 
into  prominence  than  the  prowess  of  her  athletes  upon 
the  field.  1,  for  one,  fully  believe  in  athletics;  and  I 
think  that  when  properly  carried  on,  they  are  a  men- 
ace to  the  scholarship  of  the  institution  in  no  way 
whatever. 

I  have  said  that  there  are  sixty-four  institutions 
founded  under  the  Morrill  Act,  and  the  question  comes. 
What   has  been   the   rea.son   for  the   founding  of  the.se 


8i 


TRI-DECENNUL   CELEBRATION 

institutions  and  the  rise  which  they  have  made?  Dur- 
ing the  past  thirty  years,  there  has  been  a  great  de- 
mand for  a  hberal  technical  education.  vSenator  Morrill, 
far-seeing  man  that  he  was,  saw  that  this  would  be, 
and  his  wise  forethought  has  built  up  these  institu- 
tions. We  find  them  scattered  from  Maine  to  Cali- 
fornia, from  the  northern  to  the  southern  boundaries  of 
this  great  country.  There  were  questions  as  to  whether 
or  not  such  institutions  would  pay.  The  institutions 
which  are  today  enjoying  the  endowment  of  the  na- 
tional government  together  with  that  of  the  several 
state  governments,  and  which  are  giving  to  the  people 
of  this  country  a  class  of  education  which  had  been  un- 
heard of  before,  show  by  the  character  of  the  men  and 
women  who  pass  from  their  doors  that  it  does  pay. 

We  have  had  our  period  of  reverses,  and  I  feel  that 
today  we  are  standing  upon  the  solid  footing  of  pros- 
perity, because  this  institution  is  the  pride  of  this  great 
commonwealth.  I  believe  that  there  is  no  state  in  the 
Union  which  appropriates  per  capita  more  money  for  the 
advancement  of  education  in  all  its  forms  than  the  com- 
monwealth of  Nevada.  This  shows  that  the  people  of 
this  state  believe  in  education,  that  they  believe  in 
making  the  young  men  and  women  real  citizens. 

The  wise  administration  of  the  present  administra- 
tive officer,  who,  we  understand,  came  to  us  after  a  solid 
foundation  had  been  laid,  but  who  came  at  an  oppor- 
tune time,  has  by  his  executive  ability  and  by  his  great 
love  for  educational  work,  built  up  here  an  educational 
institution  of  which  we  can  all  well  be  proud. 

It  has  often  been  said  that  the  alumni  of  an  insti- 
tution are  its  chief  strength.  Our  alumni  are  few  in 
number,  about  two  hundred  from  the  collegiate  courses 
and  about  one    hundred  and  eighty   from    the    normal 

8z 


THE   UNirERSHT 

•school;  and  yet  though  few  in  number,  we  find  them 
•scattered  over  the  length  and  breadth  of  the  earth, 
everywhere  uplifting  the  banner  of  Nevada.  So  I  say 
to  you,  the  people  of  Nevada:  This  university  is  yours; 
it  should  be  your  pride.  Take  it;  nurture  it;  support  it; 
su.stain  it.  It  depends  entirely  upon  the  state — upon 
the  people  of  the  state — what  the  future  of  this  institu- 
tion shall  be.  Will  it  not  pay  to  turn  out  from  this 
institution  young  people  fully  competent  to  go  into  the 
paths  of  life,  and  fitted  to  take  up  and  perform  the 
duties  of  citizenship?  The  alumni  have  all  proven  that 
it  does  pay.  Among  the  number  you  will  not  find  one 
who  is  not  wholly  a  Nevadan.  From  all  we  can  hear, 
wafted  back  upon  the  winds,  the  echo,  "I  am  a  Nevadan; 
N.  S.  U.  is  my  alma  mater;  she  has  given  to  me  all  that 
I  have,  all  that  I  know;  she  has  prepared  me  for  ray 
life  work  and  she  has  given  to  me  the  heritage,  a  heri- 
tage than  which  there  is  none  greater,  of  true  American 
citizenship." 


My    Own    Nevada 


By    Robert   Whitakcr 
(  Air,  '•  Juanita  "  ) 

Mv  own  Nevada,  dearest  home  on  earth  to  me, 
Heed  not  their  laughter  who  make  light  of  thee; 
lyove  alone  hath  vision  to  behold  how  fair  thou  art. 
And  thy  children  only  know  thy  charms  by  heart. 

Chorus 

My  own  Nevada,  1  am  not  ashamed  of  thee; 
My  own  Nevada,  thou  art  home  to  me. 

Few  are  thy  cities,  and  thy  towns  are  far  between; 

Scant  are  thy  harvests  aud  thy  fields  of  green. 

But  thy  sage-brush  deserts  and  thy  hills  so  brown  and  bare 

Have  their  own  strange  beauty  in  thy  lucent  air. 

And  so  it  seemeth,  as  if  thus  to  compensate, 

Thy  skies  are  fairest  where  thy  harvests  wait; 

On  thy  treeless  hillsides  how  the  colors  dawn  and  die. 

And  where  earth  is  drearest,  softest  shadows  lie. 

No,  not  forever  shall  thy  acres  lie  untilled. 
No,  not  forever  shall  thy  wealth  be  spilled 
In  the  laps  of  strangers,  who  thy  silver  locks  have  shorn 
.\nd  have  mocked  thy  weakness  whence  their  strength  was 
born. 

Some  day  thy  children  shall  a  glad,  great  army  be; 
Some  day  thy  cities  known  from  sea  to  sea. 
Yet  they  shall  not  love  thee,  in  that  day  of  thy  success. 
More  than  we  who  love  thee  just  for  lovingness. 

September,  1902. 
84 


The    University    and    the    State 


By  Judge  G.   F.   Talbot 

Associate  Justice  of  the  Supreme  Court 


'T^HE  world  moves  not  only  as  proclaimed  by  the  great 
Copernicus  and  Galileo  on  its  axis  and  in  its  orbit, 
but  onward  to  the  higher  destiny  of  man.  Education 
is  the  most  potent  factor  in  its  advancement.  The 
growth  of  this  university  during  the  brief  period  of  its 
existence,  portrayed  by  the  able  addresses  with  which 
we  have  just  been  favored,  is  in  keeping  with  the  prog- 
ress of  the  age.  Public  opinion,  more  powerful  and 
more  important  than  the  law,  is  controlled  largely  by 
tlie  intelligence  of  the  people.  We  must  continue  to 
educate  or  we  must  decline.  Every  father  worthy  of 
the  name  is  ambitious  to  have  his  children  become  some- 
thing more  than  hewers  of  stone  and  drawers  of  water. 
Our  universities,  being  the  highest,  are  the  most  im- 
portant institutions  of  learning,  not  so  much  by  reason 
of  the  direct  benefits  conferred  on  the  comparative  few 
they  graduate,  but  more  owing  to  the  improvements 
they  bring  through  these  to  the  common  and  intermedi- 
ate schools,  which  reach  and  educate  the  masses.  The 
university  reflects  its  bright  light  through  the  lower 
schools  as  the  sun  reflects  its  light  from  the  planets. 

lulucation  is  a  progressive  science.  As  with  the 
acorn,  little  beginnings  grow  to  great  aflfairs.  Imagina- 
tion can  easily  trace  the  struggles  of  early  man  toward 


TRI-DECENNIAL    CELEBRATION 

civilization.  In  the  mist  that  preceded  the  dawn  of 
history  and  before  there  was  pen,  papyrus,  or  hiero- 
glyphic, we  must  conclude  that  the  primary  elements  of 
human  knowledge  passed  from  parent  to  child  by  tradi- 
tion. As  time  advanced  and  progess  was  made,  certain 
classes  became  educated  and  thereby  most  powerful. 
As  an  instance,  the  priestly  caste  in  Egypt  monopolized 
to  a  great  extent  the  learning  of  that  country.  This 
gave  them  at  that  period  of  the  world  the  control  of 
the  untutored  populace,  and  indirectly  of  the  kings, 
and  made  them  the  power  behind  the  throne.  Various 
nations  early  recognized  the  importance  of  learning. 
Among  these  were  China,  with  its  ancient  university, 
Babylon,  Assyria,  and  Persia.  In  a  province  of  Greece, 
more  than  four  hundred  years  before  the  Christian  era, 
the  sons  of  citizens  were  required  to  learn  letters,  and 
teachers  were  maintained  at  public  expense.  In  Judea, 
according  to  Josephus,  Moses  prescribed  "that  boys 
should  learn  the  most  important  laws,  because  they 
"were  the  best  knowledge  and  the  cause  of  prosperity." 
In  nations  which  did  not  provide  free  schools,  education 
was  given  to  the  sons  of  the  governing  classes.  From 
the  time  there  has  been  altar  or  church  or  shrine, 
knowledge  has  been  power,  and  ignorance  has  meant 
superstition  and  weakness.  There  have  been  periods 
of  retrogression,  but,  upon  the  whole,  the  work  of  man 
has  been  upward  and  toward  the  light. 

Although  the  purpose  of  man's  existence  is  a  mys- 
tery, it  is  apparent  that  one  of  his  noblest  attributes  is  a 
thirst  for  truth.  Of  late  the  race  has  made  rapid  strides. 
It  is  not  so  long  since  the  savage  was  monarch  of  these 
hills  and  dales.  There  are  still  living  among  us  men 
who  fought  in  the  war  that  brought  us  this  territory. 
The  iMoad  desert  this  side  of  the  Carson  Sink,  where 


86 


UNII^ERSirr  AND  STATE 

only  fifty  years  ago  the  immigrant  famished  without  a 
friendly  hand  to  succor,  is  to  be  transformed  by  the  sci- 
ence and  energy  of  man.  By  the  magic  touch  of  irriga- 
tion it  will  soon  be  dotted  with  happy  homes,  with  the 
blooming  rose  and  fields  of  waving  grain.  In  a  brief 
period  learning  and  culture  have  become  general.  The 
uses  of  steam  and  electricity,  and  ingenious  inventions 
that  relieve  from  labor  have  come  so  recently  and  so 
rapidly,  that  we  may  expect  greater  discoveries  in  the 
near  future.  Would  we  not,  if  we  only  could,  visit  the 
earth  a  few  hundred  years  hence  to  see  the  changes 
and  improvements? 

Today,  as  much  as  ever  before,  knowledge  is  power 
in  every  branch  of  human  affairs.  The  man  who  has 
the  broadest  education  coupled  with  the  best  training 
in  the  details  of  his  special  calling,  is,  on  the  average, 
most  successful.  The  rule  applies  to  every  science  and 
art,  and  to  nations  as  well  as  individuals.  Knowledge 
and  the  application  of  the  best  methods  in  warfare  is  a 
large  element  in  national  supremacy.  We  boast  of  our 
civilization  and  Christianity;  yet  we  admire  the  genius 
of  inventors  who  contrive  the  most  effective  weapons 
of  destruction,  and  we  worship  great  generals  and 
heroes,  and  acquiesce  in  the  horrors  and  cruelties  of 
war.  While  the  sword  remains  supreme  arbiter,  it 
behooves  us  to  be  prepared  for  battle;  but  in  our  hearts 
we  know  that,  as  an  abstract  principle,  war  is  wrong, 
that  might  does  not  make  right,  and  that  killing  for 
gain  and  power  is  no  less  murder  because  committed 
wholesale  by  one  nation  against  another.  There  would 
be  as  much  reason  for  allowing  individuals  to  settle  dis- 
putes and  redress  their  wrongs,  real  or  fancied,  by  force 
instead  of  requiring  submission  to  some  disinterested 
tribunal. 


87 


TRI-DECENNUL   CELEBRATION 

The  university  should  receive  liberal  support  from 
the  state  and  from  the  people  regardless  of  party  or 
church  or  creed,  to  the  end  that  it  may  continue  to 
prosper  and  meet  the  demands  of  our  increasing  popu- 
lation. Politics,  which  retarded  its  early  growth, 
should  never  be  allowed  to  enter  our  schools  or  courts. 
Nevada  has  always  been  generous  with  her  public  insti- 
tutions. This  state  was  the  first  to  provide  a  home  for 
its  orphans,  and  is  now  building  a  place  for  their  abode. 
Nowhere  are  the  unfortunates  in  the  asylums  and  pris- 
ons more  humanely  treated.  With  liberal  support  as- 
sured and  continued  good  management,  we  may  safely 
predict  a  bright  future  for  the  university.  If  the  num- 
ber of  students  increases  in  the  same  proportion  in  the 
next  thirty  years  as  in  the  past,  it  will  have  about  fif- 
teen thousand.  Such  phenomenal  growth  is  not  to  be 
expected,  but  by  gradually  raising  the  curriculum  to 
the  highest  standard,  by  strict  surveillance  of  the 
morale  of  its  students,  and  continued  application  of  the 
best  methods  of  instruction,  magnificent  results  and 
manifold  benefits  may  be  attained.  We  are  proud  of 
those  who  have  graduated  from  here  and  have  already 
achieved  success  and  reputation  in  other  quarters  of 
the  globe.  We  will  be  glad  for  others  who  become 
leading  Ughts  in  the  arts,  sciences,  or  professions,  or 
who  reach  Napoleon's  estimate  of  a  man,  "What  has  he 
done?"  But  it  is  most  important  for  the  state,  for  the 
public  good,  for  the  present  and  future  welfare  of  the 
students  them.selves,  that  they  be  trained  to  honesty  of 
purpose,  and  to  become  upright,  intelligent,  and  effi- 
cient citizens.  Few  can  be  great.  All  can  be  good. 
All  can  be  useful  members  of  society  and  have  their 
better  deeds  outweigh  under  the  standard  of  the 
ancient  judgment   of  the  dead.     Some    will    likely    be 

88 


UNirERsrrr  and  state 

able  through  the  training  thej'  receive  here  to  acquire 
large  wealth,  a  portion  of  which,  in  their  devotion  to 
education  and  to  their  alma  mater,  they  will  be  anxious 
to  donate  to  the  university. 

Such  is  the  history  of  older  colleges  in  this  country. 
Harvard  in  two-hundred  and  sixty-six  years,  and 
Yale  in  two  hundred  and  three  years,  from  infancies  as 
humble  as  that  of  the  University  of  Nevada  have  grown 
until  they  have  hundreds  of  professors,  thousands  of 
students,  hundreds  of  thousands  of  volumes  in  their 
libraries,  and  property  valued  at  millions.  When  John 
Harvard  gave  his  library  and  half  his  wealth,  eight 
hundred  pounds,  and  other  men  in  New  England  by  the 
industry  and  close  economy  of  a  lifetime  accumulated 
ten  to  twenty  thousand  dollars  and  gave  it  all  to  endow 
other  colleges,  they  built  more  wisely  than  they  knew 
and  made  themselves  national  benefactors. 

It  is  better  for  a  boy  and  the  community  that  he  be 
equipped  with  a  good  education  and  training  than  that 
he  be  left  with  a  million  of  money.  Young  men  should 
not  become  imbued  with  the  false  idea  that  higher  edu- 
cation unfits  them  for  ordinary  occupations.  A  com- 
mendable ambition  seeks  the  highest  position  attainable, 
yet  remembers  that  to  toil  is  honorable  and  that  it  is 
better  to  pursue  any  honest  labor  than  to  rust  in  idle- 
ness. The  Germans  are  wise  in  teaching  children  of 
the  nobility  some  trade  by  which  they  will  be  self-sup- 
porting if  deprived  of  their  rank  and  wealth.  After 
his  graduation  a  young  man,  feeling  that  he  was  fully 
competent,  went  to  the  city  and  advertised  first  that  he 
would  take  a  position  as  president  or  cashier  of  a  bank, 
and  later  as  president  or  professor  of  a  college.  Re- 
ceiving no  replies,  he  inserted  a  notice  seeking  employ- 
ment as  clerk  in  an  office  or  store.     Failing  in  this  and 

89 


J'RI-DECENNUL   CELEBRATION 

being  without  tiinds,  he  advertised  to  saw  wood  below 
current  rates,  and  secured  all  the  work  he  could  per- 
form. This  is  an  example  to  young  men  to  aim  high, 
hut  not  too  high,  and  to  do  something  until  they  can 
do  better.  Students  should  be  taught  the  necessity  for 
practical  ideas:  that  labor  is  commendable  and  that  ap- 
plication and  experience  are  essential  to  success.  The 
world  needs  and  will  ever  need  practical  men  of  affairs 
who  will  get  the  thing  done.  There  is  always  room  at 
the  top.  The  young  men  will  soon  have  to  relieve 
the  older  of  the  burdens  they  bear.  The  recent  gradu- 
ate is  too  apt  to  believe  that  he  has  conquered  the 
world  and  that  there  is  little,  if  anything,  more  for  him 
to  learn.  He  should  remember  the  adage  that  man  sus- 
pects he  is  a  fool  at  thirty,  believes  it  at  forty,  and 
knows  it  at  fifty.  A  young  minister  in  delivering  one 
of  his  first  sermons  became  confused  and  exclaimed,  "O 
for  words  to  express  my  thoughts."  The  venerable 
parson  sitting  back  of  him  said,  "It  is  thoughts  you 
need,  young  man." 

As  it  has  been  well  said  that  the  hand  that  rocks 
the  cradle  rules  the  world,  liberal  education  for  women 
is  especially  desirable.  This  does  not  mean  that  they 
must  all  enter  the  numerous  professions  which  are  open 
to  them  and  in  which  they  are  so  useful.  Their  highest 
sphere  and  greatest  influence  for  good  will  be  as  mould- 
ers of  the  home  and  trainers  and  inspirers  of  children. 

With  so  many  favorable  conditions,  with  such  pure 
air  and  abundant  sunshine,  conducive  to  the  develop- 
ment of  brain,  good  health,  and  the  physical  strength 
essential  to  mental  vigor;  with  our  wide  plains,  spacious 
valleys,  and  lofty  mountains,  which  broaden  men's 
minds  and  hearts;  with  the  largest  school  fund  per 
capita;  with  the  good  beginning  already  made;  with  the 

90 


VNlVERSirr  AND  STATE 

continued  and  increased  support  which  we  may  expect 
from  the  liberality  and  enterprise  of  our  people — may  we 
not,  by  being  mindful  of  the  highest  interests  of  the  uni- 
versity and  of  the  state,  and  by  adopting  the  latest,  best, 
and  strictest  methods  of  training  and  instruction,  hope 
to  produce  here  men  and  women,  the  grandest  product 
of  the  earth  and  the  noblest  work  of  God,  the  equal  of 
those  anywhere,  to  the  eternal  glory  of  this  little  com- 
monwealth? 


The    University   and    the    National 
Government 


npHE  key-note  of  Senator  Newland's  address  on  the 
relation  of  the  university  to  the  national  govern- 
ment was  the  original  plan  of  Washington  that  there 
should  be  a  national  university,  which  should  draw  its 
students  from  all  parts  of  the  country.  He  said  that 
Washington  had  in  view  the  breaking  down  of  state 
and  sectional  prejudice  by  bringing  young  men  of  ca- 
pacity from  every  part  of  the  Union  into  communication 
with  each  other  at  Washington.  Had  his  idea  been 
carried  out,  it  is  possible  that  the  Civil  War  would  never 
have  taken  place.  He  regarded  the  aid  given  by  the 
national  government  to  the  schools  of  agriculture  and 
mechanic  arts  as  possibly  a  step  in  the  direction  of  such 
a  university. 

He  suggested  as  an  enlargement  of  the  schools  of 

9> 


'I  RI-DECENNUL   CELEBRATION 

agriculture  and  mechanic  arts,  the  addition  to  their  de- 
partments of  landscape  and  municipal  engineering,  for 
there  was  no  more  important  problem  before  the  coun- 
try than  the  beautification  and  sanitation  of  our  cities. 
A  plan  might  easily  be  inaugurated  by  which  the  best 
scholars  at  the  schools  of  agriculture  and  mechanic  arts 
could  be  assigned  positions  in  the  agricultural  and  other 
departments  at  Washington,  which  would  enable  them 
to  attend  lectures  and  receive  instruction  upon  these 
subjects.  If  they  could  also  be  taken  into  the  practical 
work  of  the  municipality  itself  at  Washington,  which  is 
far  ahead  of  all  the  municipalities  of  the  country  in 
everything  that  relates  to  landscape  and  municipal  en- 
gineering, a  corps  of  engineers  could  be  trained  which 
would  be  of  immense  service  to  the  country. 

He  thought  that  a  national  school  of  art  and  a 
school  of  music  could  be  organized  at  Washington, 
which  would  co-operate  with  and  supplement  the  state 
schools  of  agriculture  and  mechanic  arts;  and  that  thus 
the  young  men  and  the  young  women  in  the  different 
states  who  showed  talent  in  this  direction  could  receive 
instruction  at  Washington,  which  would  do  away  with 
the  necessity  of  going  abroad.  Doubtless,  in  this  con- 
nection some  kind  of  government  work  could  be  as- 
signed to  them  which  would  enable  those  who  were 
without  means  to  tide  over  the  period  of  study  and  in- 
struction. Thus,  by  gradually  taking  the  schools  of 
agriculture  and  mechanic  arts  in  the  different  states  as 
the  basis  of  the  system,  a  national  university  could 
gradually  be  organized  which  would  cover  many  import- 
ant branches  of  study  particularly  helpful  to  young 
people  of  talent  who  were  without  means,  and  which 
would  be  potential  in  broadening  and  enlarging  the  na- 
tional spirit. 

92 


Memorial    Services 


93 


Program 


EX-GOVERNOR   COLCORU,   Presiding 


Requiem,  3:30  o'clock Mrs.  A.  L.  Layton 

The  Departed  University  Pioneers Mr.  R.  L.  Fulton 

Hymn,  "Crossing  the  Bar" Nevada  Male  Quartet 

Mr.  Lunsford,  Mr.  Driver,  Mr.  Case,  Mr.  Thomas 

The  Departed  Alumni  and  Students 

Mr.  E.  E.  Caine,  Member  of  the  Class  of  '93 

Hymn,  "Lead,  Kindly  Light" Nevada  Male  Quartet 

Praver Reverend  Samuel  Unsworth 


9+ 


The  Departed  University  Pioneers 


Bv   R.  L.  Fulton 


'TpHE  names  of  its  pioneers  constitute  a  roll  of  honor 
in  every  community,  and  deservedly  so.  The  first 
settlers,  the  men  who  defied  the  elements,  who  beat 
back  the  savages  and  car\'ed  the  state  from  the  wilder- 
ness, are  forever  heroes — and  sometimes  Gods —  to  suc- 
ceeding generations.  Nevada  has  not  felt  the  force  of 
this  sentiment  yet,  perhaps  because  sufiicient  time  has 
not  elapsed,  and  yet  the  men  who  gathered  here  were 
exceptionally  entitled  to  distinction.  It  is  no  figure  of 
speech  to  say  that  they  represented  the  flower  of  Amer- 
ican manhood.  Nine  out  of  ten  were  in  the  full  flush 
of  youth,  ready  for  adventure  of  any  kind.  They  had 
been  brightened  and  sharpened  by  experience  and  by 
their  long  journey  to  this  distant  frontier  so  that  their 
minds  were  alert  and  their  faculties  all  on  edge.  Ne- 
vada did  not  serve  a  long  apprenticeship,  as  most  mem- 
bers of  the  Union  have  done.  She  did  not  grow  into 
statehood.  She  had  no  childhood.  She  sprang  fully 
matured  into  the  charmed  circle,  and  in  less  time  than 
it  took  the  pioneers  of  other  states  to  get  well  settled. 
her  sons  were  carrying  on  all  the  functions  of  citizen- 
ship and  were  exercising  the  royal  prerogatives  gained 
by  the  Declaration  of  Independence.  Political  necessi- 
ties growing  out  of  the  Civil  War  led  to  the  creation  of 
a  state  here,  and  with   Abraham  Lincoln   for  its  god- 

95 


TRI-DECENNIAL   CELEBRATION 

father,  Nevada  was  baptised  into  the  Union  on  October 
31st,  1864. 

Usually  communities  grow  just  as  do  individuals, 
and  as  every  human  being  goes  through  all  forms  of  life, 
being,  in  turn,  worm,  fish,  reptile,  and  fowl,  before  tak- 
ing on  the  upright  form  of  the  intelligent  man,  so  dr) 
states  go  through  all  the  stages  by  which  the  human 
race  as  a  whole  has  worked  its  way.  Thus  the  natural 
history  is,  first,  the  wild  beast  and  savage  hunter;  next, 
the  herdsman,  with  cattle  almost  as  savage  as  the  origi- 
nal beasts  of  the  forest;  then,  the  shepherd  with  his 
flock,  which  he  cannot  desert  for  an  hour,  even  at 
night.  Upon  the  ancient  hills  he  tended  his  charge 
and  watched  the  stars  age  after  age,  until  he  knew 
their  seasons  and  gave  them  names.  The  shepherd  era 
was  the  reflective  period,  the  age  when  patience  was 
taught  and  reason  dawned  upon  the  human  mind. 
Philosophers  say  that  the  Chinaman  is  a  case  of  ar- 
rested dev^elopment  because  he  never  had  the  shepherd 
age.  He  went  from  hunter  to  farmer.  The  American 
Indian  is  another  case.  He  never  had  an  animal  he 
could  tame,  and  so  he  never  was  anything  but  hunter. 

The  shepherd  brings  in  the  ownership  of  land  and 
leads  up  to  the  farmer,  who  builds  the  home  and  lays 
the  foundation  for  civilized  society.  This  is  the  normal 
and  usual  method  of  nature,  and  thus  have  the  older 
states  grown,  step  by  step,  little  by  little.  But  Nevada 
was  the  Cinderella  of  the  sisterhood,  and  she  by  the 
magic  wand  of  the  miner  was  changed  almost  in  a  twink- 
ling from  the  most  forbidding  in  appearance  and  the 
poorest  in  purse  to  the  most  brilliant  and  romantic  of 
them  all.  From  the  silence  and  solitude  of  the  primeval 
desert  she  burst  into  the  light  of  the  highest  civilization 
of  her  time,  and  today  life  here  represents  a  cross-sec- 

96 


DEPARTED    UNI^ERSITV  PIONEERS 

tion  of  all  human  history,  from  the  witch  doctor  to  the 
telephone  girl.  The  tepee  stands  beside  the  electric 
power  plant;  the  ice  machine  and  the  automobile  are  fa- 
miliar to  the  Indian  basket  maker,  whose  art  is  the 
oldest  in  history. 

Our  people  escaped  the  tedious  season  of  appren- 
ticeship because  mining  has  no  regular  place  in  the 
natural  order.  It  is  an  accident,  a  very  happy  accident, 
for  those  so  fortunate  as  to  meet  with  it,  but  it  displaces 
the  steady  growth  which  depends  upon  the  slow  and 
patient  labor  of  multitudes  who  are  willing  to  work  for 
little  and  deny  themselves  much  for  the  sake  of  a  home. 
Successful  mining  does  for  a  community  in  one  year 
what  agriculture  does  in  a  generation. 

History  records  few  migrations  of  men  equal  to 
that  produced  by  the  discovery  of  the  Comstock  Lode. 
The  placer  mines  of  California  had  begun  to  fail,  when 
the  Washoe  excitement  captured  the  coast  and  a  tide  of 
men  poured  over  the  Sierra  Nevada  range  in  a  perfect 
torrent.  The  mines  were  discovered  in  June,  1859,  ^nd 
the  next  spring  we  had  seven  thousand  people.  Within 
twelve  months  twenty  quartz  mills  were  built  and  as 
many  sawmills  were  cutting  lumber  in  the  hills.  All 
the  machinery  was  hauled  at  a  cost  of  from  five  to  ten 
cents  a  pound  freight  charges.  In  1861  over  17,000 
people  were  on  this  side  of  the  mountains,  and  in  1862 
the  number  had  doubled.  It  was  a  strange  and  mot- 
ley crowd,  but  it  had  blood  and  nerve  and  high  courage. 
It  was  not  the  drone,  the  sloven,  nor  the  coward  who 
stood  ready  to  fling  all  his  enterprises  and  prospects  to 
the  breezes  and  start  out  over  an  almost  impassible 
range  of  mountains  for  a  strange  land,  where  he  knew 
there  were  untold  dangers  and  difficulties.  The  pil- 
grims were  of  all  classes — the  rich  man's  son,  who  had 


97 


TRI-DECENNUL    CELEBRATION 

been  through  tlic  best  schools;  the  poor  boy,  wh<;  had 
been  through  none;  the  small  and  the  large,  the  witty 
and  the  dull:  but  all  had  self-reliance  and  determin- 
ation and  grit  a  plenty.  They  ran  the  gamut  fron) 
poverty  to  wealth  and  back  to  poverty  again,  some  of 
them  many  times.  Fabulous  gains  and  losses  were 
ccmuuon,  and  everybody  had  an  even  chance.  Stocks 
were  sold  at  every  corner,  and  like  the  turn  of  a  card 
men  watched  for  the  deal.  Union  sold  for  fifteen  cents 
a  share  in  January  of  one  year,  and  in  September  <;f 
the  same  year  was  worth  $200  in  cash.  Sierra  Nevada 
was  a  dollar  in  May  and  $275  in  September.  Belcher 
was  ninety  cents,  when  one  day  a  miner  struck  a  thin 
line  of  ore  no  thicker  than  a  knife  blade.  It  opened 
out,  and  the  next  month  the  stock  sold  for  $1500.  The 
creation  of  sudden  wealth  has  a  marked  eflfect  upon  the 
mind  and  character  of  men.  It  was  shown  in  many 
ways — in  luxurious  living,  in  bold  operations  in  finance, 
in  the  construction  of  great  works,  in  boring  tunnels 
through  the  hills,  in  vivid  journalism,  in  splendid  ora- 
tory, and  always  in  generosity  and  benevolence.  The 
times  were  wild,  and  life  was  at  its  flood.  Someone 
has  said  that  one  man  living  alone  means  suicide.  Two 
mean  murder.  Three  certainly  mean  dissipation,  and  it 
requires  the  refining  influence  of  woman  to  make  so- 
ciety safe  and  healthy.  Women  were  few  at  first  but 
they  came  in  later,  and  no  race  of  men  was  ever  more 
susceptible  to  the  softer  and  gentler  influences  of  the 
human  heart.  No  appeal  was  made  in  vain,  and  the 
generous  response  to  charity  and  benevolence  was 
ample  and  ready. 

The  natural  surroundings  appealed  to  the  new- 
comers from  the  first.  Pure  air  and  bold  scenery  de- 
velop   energy,  while  elevation  of  spirit  and  deterrain- 

98 


DEPARTED    UNIf^ERSITr  PIONEERS 

ation  of  character  seem  to  belong  to  high  altitudes. 
The  great  religious  movements,  the  world  moving  in- 
spirations, come  out  of  the  wilderness.  How  sweet 
the  lessons  of  the  hills?  John  Muir  says  that  when  a 
man  goes  out  into  the  wilds,  he  is  returning  home. 
The  religion,  the  patriotism,  the  consolation,  and  the 
faith  of  our  race  touch  the  clouds  and  not  the  clods. 
From  Mount  Olympus  to  Mount  Calvary  the  human 
soul  has  received  its  solace  in  time  of  sorrow,  its  ecstacy 
in  time  of  joy,  from  above.  The  Psalmist  says,  "I  will 
lift  up  mine  eyes  unto  the  hills  from  whence  cometh 
my  help,"  and  the  soul  in  sorrow  cries,  "I  will  flee  as  a 
bird  to  the  mountain." 

"When  Freedom  from  her  mountain  height, 
Unfurled  her  banner  to  the  air," 

liberty  was  born  for  the  masses,  and  never  again  shall 
they  lose  it.  Millions  of  men  worship  the  beautiful 
mountain  which  shines  like  a  star  a  hundred  miles  at 
sea,  and  the  sacred  spirit  of  Fujianii  has  filled  the  Japa- 
nese with  the  invincible  fire  which  defies  the  most  pow- 
erful nation  upon  the  globe. 

The  tables  of  the  law  were  sent  down  from  Mount 
Sinai,  and  he  who  spake  as  never  man  spake  sought 
the  mountain  to  give  to  his  disciples  that  sermon,  so 
simple  and  yet  so  grand,  so  brief  and  yet  so  complete, 
that  it  has  done  more  to  develop  the  moral  nature  of 
man,  the  higher  qualities  of  the  human  heart,  than 
all  the  systems  of  the  philosophers;  and  its  teaching  is 
the  highest  stimulus  that  can  be  given  to  learning. 
The  founders  of  the  university  knew  that  while  it 
could  teach  our  children  much,  nothing  they  wt)uld 
ever  learn  would  .so  build  character,  so  fortify  them 
against  temptation,  so  cheer  them  under  life's  heavy 
burdens,    as   those    inspired    words,    "Blessed  are  they 


99 


TRI-DECENNUL   CELEBRATION 

that  mourn,  for  they  shall  be  comforted.  Blessed  are 
they  which  do  hunger  and  thirst  after  righteousness, 
for  they  shall  be  filled.  Blessed  are  the  pure  in  heart, 
for  they  shall  see  God.  Blessed  are  the  peacemakers, 
for  they  shall  be  called  the  children  of  God." 

The  whole  region  between  the  Sierra  Nevada 
Mountains  and  Salt  Lake  was  known  as  Washoe  to  the 
outside  world,  and  the  Washoe  Bar  had  the  reputation 
everywhere  of  being  the  most  brilliant  ever  assembled. 
For  wit,  learning,  and  oratory  its  equal  has  probably 
never  been  seen.  The  suits  over  mining  ground,  every 
inch  of  which  was  known  to  contain  a  fortune,  brought 
men  of  the  first  class  into  the  arena,  and  there  were 
battles  among  the  giants.  Kendall,  Hillyer,  Nye,  Fitch, 
Garber,  Ashburn,  Thornton,  Boalt,  Whitman,  Beatty, 
Clark,  Taylor,  Mesick,  Rising,  Havvley,  and  thousands 
of  brilliant  and  able  lawyers  flocked  to  Nevada.  Ban- 
croft's history  says  that  Senator  Stewart  was  paid  a 
retainer  by  the  mining  companies  of  $200,000  a  year 
and  earned  big  fees  besides. 

In  business  and  in  all  the  walks  of  life  the  culti- 
vated scholar  rubbed  shoulders  with  the  laborer,  and  so 
near  to  nature  were  they  that  they  knew  each  other 
and  everyone  was  taken  at  full  value.  All  the  con- 
ditions were  new.  The  conventionalities  of  society 
were  broken  up,  and  the  man  who  could  solve  the 
problem  came  to  the  front  no  matter  what  his  educa- 
tion or  his  antecedents  were.  Here  silver  mining  in 
America  was  born  and  Nevada  was  headquarters  for 
the  whole  earth  for  j-ears  so  that  every  day  reports 
from  a  dozen  of  its  mines  were  flashed  upon  the  bulletin 
boards  in  the  money  markets  of  America  and  Europe. 
Going  three  thousand  two  hundred  feet  into  the  bowels 
of  the  earth  brought  forces  into  pla}-  that  could  not  be 


100 


DEPARTED   UNI^ERSirr  PIONEERS 

foreseen  and  difficulties  not  mentioned  in  the  books  or 
provided  for  in  college.  Pumps  to  carry  immense 
quantities  of  water  hot  enough  to  cook  an  &gg  in  a 
minute,  hoisting  engines  that  could  be  handled  with 
the  precision  of  a  watch,  new  systems  of  timbering, 
new  means  of  hoisting  ore  as  well  as  extracting  the 
gold  and  silver,  made  a  new  history  of  mining. 

Books  could  be  written  upon  the  characters,  the 
sayings,  and  the  doings  of  the  pioneers  of  Nevada. 
They  would  contain  storesof  humor,  of  comedy,  tragedy, 
tenderness,  and  romance  seldom  seen  even  in  fiction. 

Is  it  a  sign  of  approaching  age  to  linger  over  the 
days  of  old?  To  sigh  for  the  springy  step  and  the 
bounding  blood  of  youth?  To  yearn  with  unutterable 
longing  for  the  touch  of  a  vanished  hand,  for  the  sound 
of  a  voice  that  is  still?  Are  there  any  of  us  who  do  not 
sometimes  repeat,  with  a  lump  in  our  throats,  the  lines — 

"Backward,  turn  backward,  O  Time  in  your  flight; 
Make  me  a  child  again  just  for  tpnight. 
Mother,  come  back  from  the  echoless  shore; 
Take  me  again  to  your  heart  as  of  yore." 

A  rare  set  were  the  old  pioneers,  but  they  have 
.scattered  and  gone,  the  most  of  them  to  other  lands, 
and  some  to  the  great  shadows.  They  have  given  to 
this  and  to  other  states  men  of  national  reputation  in 
the  fields  of  commerce,  law,  literature,  science,  me- 
chanics, and  politics.  Many  of  them  were  transitory 
residents,  and  it  is  only  by  a  study  of  the  newspapers 
that  we  can  form  any  idea  of  the  swarms  of  men  who 
came  and  went  continually.  The  territorial  era  was  in 
the  days  of  the  Civil  War,  and  Nevada  was  as  patriotic 
as  her  sisters,  sending  men  and  money  out  of  all  pro- 
portion to  her  size.  An  interesting  example  of  the 
spirit  of  the  times  was  furnished  at  Austin  in  the  midst 


lOI 


TRI-DECENNIAL   CELEBRATION 

of  an  exciting  campaign,  when  a  bet  of  a  sack  of  flour 
was  made  between  Dr.  H.  S.  Herrick  and  R.  C.  Gridley, 
a  merchant,  the  loser  to  deliver  the  goods  to  the  winner 
on  a  wheelbarrow.  The  Repubhcan  candidate,  Mr. 
Charles  Holbrook,  now  a  leading  merchant  of  San  Fran- 
cisco, of  Holbrook,  Merrill  &  Stetson,  was  elected,  and 
Mr.  Gridley  wheeled  the  sack  of  flour  to  Dr.  Herrick's 
door  with  a  brass  band  and  half  the  town  following. 
The  patriotic  doctor  proposed  three  cheers  for  the  mer- 
chant and  immediately  put  the  flour  up  at  auction  for 
the  benefit  of  the  sanitary  fund.  It  brought  $150,  was 
given  back  and  sold  again  and  again,  bringing  in  a 
good  many  thousand  dollars.  Mr.  Gridley  took  it  to 
Carson  and  Virginia  City,  selling  it  every  few  hours 
and  putting  all  the  money  into  the  sanitary  fund  to  buy 
comforts  for  the  boys  in  blue.  Then  he  started  for  San 
Francisco  and  later  on  for  the  East,  via  Panama,  where 
he  sold  it  as  long  as  it  would  hold  together.  When  it 
began  to  scatter,  he  baked  it  into  cakes  and  at  St.  Louis 
auctioned  off  the  cakes.  The  fund  reached  over 
$200,000,  probably  the  most  money  ever  made  on  fifty 
pounds  of  poor  flour.  The  work  broke  Mr.  Gridley's 
health.  He  came  home  to  die  and  lies  in  an  unmarked 
grave. 

From  such  conditions  and  from  the  minds  of  men 
like  these,  came  the  inspiration  that  gave  us  the  Ne- 
vada State  University.  The  constitution  of  the  state, 
adopted  by  a  vote  of  more  than  eight  to  one,  provided 
that  the  legislature  should  encourage  the  promotion  of 
learning  and  morals,  and  provide  for  the  establishment 
of  a  state  university.  The  debates  that  were  held 
in  that  convention  should  be  read  by  every  citizen. 
Nothing  would  give  our  children  more  state  pride 
or     enlighten    them     more     upon     the     principles     of 


lOZ 


DEPARTED   UNI^'ERSITT  PIONEERS 

government  than  to  study  the  reports  and  speeches 
which  day  after  day  were  made  in  the  constitutional 
convention  by  the  ablest  men  we  ever  had  in  Nevada. 
Fine  distinctions  in  the  use  of  words,  subtle  points  in 
grammar,  were  argued  with  an  understanding  and  pa- 
tience that  was  surprising.  The  debates  on  education 
form  solid  food  for  the  thinking  mind,  one  of  the  most 
enlightened  being  upon  the  question  as  to  limiting  the 
attendance  at  the  university  to  children  "whose  parents 
and  guardians  are  citizens  of  this  state."  Think  of 
what  the  defeat  of  that  clause  means  to  us.  What 
would  we  have  been  without  Keddie  of  California  on 
the  wheel  and  Steckle  of  Michigan  in  football?  In  the 
constitutional  convention  Frizell  of  Story  made  a  deter- 
mined fight  for  a  mining  school.  He  said:  "Sir,  I  know 
of  no  school  or  college  within  the  United  States  where 
the  science  of  mining  is  especially  taught,  and  if  there 
is  any  locality  in  which  such  a  college  could  grow  up 
to  great  importance,  it  is  here  at  the  foot  of  the  Sierra 
Nevada  Mountains."  The  result  of  Mr.  Frizell's  eflPorts 
has  made  Nevada  a  reputation  in  every  mining  camp 
upon  the  globe;  and  today  her  graduates  are  leaders  in 
British  Columbia,  in  Mexico,  in  China  and  Korea,  and 
in  far  off  Africa.  As  adopted,  the  constitution  made 
the  proceeds  from  certain  lands  a  separate  fund  for  the 
university  and  pledged  the  state,  in  case  any  part  was 
ever  lost  or  misappropriated,  to  make  it  good,  "so  that 
the  fund  shall  forever  remain  undiminished."  Nevada 
was  a  pioneer  in  co-education,  the  convention  frown- 
ing down  all  attempts  to  prevent  the  attendance  of 
women  at  the  university. 

The  first  legislature  passed  an  act  to  establish  a 
state  university  in  Washoe  County,  and  it  was  signed 
by  our  first  governor,  Henry  G.  Blaisdel,  a  pioneer  of 


103 


TRI-DECENNIAL   CELEBRATION 

pioneers,  who  died  a  few  months  ago  at  liis  home  in 
Oakland.  Governor  Blaisdel  was  an  American  of  the 
Lincoln  type,  massive  of  frame,  honest  of  soul,  and  sin- 
cere in  intention.  He  was  a  native  of  Indiana,  and,  like 
Lincoln,  was  a  river  boatman  in  his  youth,  taking  flat- 
boat  loads  of  produce  down  the  Wabash  and  the  Ohio, 
far  down  the  Mississippi,  acting  as  merchant  as  well  as 
sailor,  trading  and  managing,  as  was  the  custom  of  the 
times.  Early  in  the  fifties  he  came  West,  establishing  a 
general  commission  business  in  San  Francisco,  manu- 
facturing tents,  sacks,  etc.,  for  the  mines.  He  failed, 
however,  and  left  heavily  in  debt.  But  in  Nevada  he 
built  up  a  fortune  and  in  a  few  years  went  back  to 
California  to  hunt  up  his  creditors,  every  one  of  whom 
got  dollar  for  dollar  with  interest  on  all  he  owed.  His 
first  success  was  at  Aurora,  and  in  territorial  days  he 
moved  to  Virginia  City,  where  he  owned  quartz  mills 
and  made  money.  In  1866  he  went  to  White  Pine  and 
developed  East  Aurora  and  other  mines.  His  fellow- 
citizens  recognized  his  sterling  qualities  by  electing 
him  the  first  governor  of  the  State  of  Nevada  and  re- 
electing him  for  a  second  term. 

The  need  for  higher  education  was  immediate. 
But  since  the  university  was  still  a  thing  of  the  future, 
parents  sought  private  schools,  the  best  of  which  was 
the  Sierra  Seminary  established  by  Misses  H.  K.  Clapp 
and  E.  C.  Babcock,  which  became  famous  in  the  history 
of  the  state  and  contributed  to  the  learning  and  happi- 
ness of  scores  of  its  men  and  women.  Miss  Clapp  is 
enjoying  the  fruits  of  her  industry  in  a  pleasant  home 
at  Palo  Alto,  but  Miss  Babcock,  who  deserves  to  rank 
as  a  pioneer  friend  of  the  university,  died  in  Reno,  Sep- 
tember 19th,  1899.  She  was  a  native  of  Maine  and  one 
of  the  most  refined  and  gentle  of  her  sex.     The  devo- 

104 


DEPARTED    UNirERSITT  PIONEERS 

tion  which  she  showed  for  the  partner  of  her  joys  and 
sorrows,  the  friend  for  whom  she  left  all  others,  com- 
pletely merging  her  life  with  that  of  Miss  Clapp,  with 
whom  she  made  a  common  home  and  a  common  purse, 
touched  the  hearts  of  all  who  knew  them.  When  the 
univ^ersity  was  established  at  Reno,  the  two  ladies 
moved  from  Carson  and  were  identified  with  it  until 
Miss  Babcock's  death.  The  influence  this  worthy  pair 
has  exerted  upon  society  on  this  side  of  the  Sierras  is 
incalculable.  No  school  ever  attracted  a  finer  or  more 
capable  set  of  pupils,  and  the  refining  influence  of  the 
gentler  sex  was  more  powerful  in  such  times  than  in 
older  states.  The  one  alert,  active  in  public  afi^airs,  the 
other  tender,  delicate,  and  refined — they  have  done 
much  to  arouse  the  better  nature  and  elevate  the  morals 
of  this  people. 

Through  some  secret  influences,  which  up  to  now 
have  not  been  published,  nothing  was  done  under  the 
law  of  1865,  and  it  remained  for  Governor  Blaisdel's 
successor,  Louis  R.  Bradley,  to  sign  the  bill  which  made 
the  university  possible.  Dr.  J.  C.  Hazlitt  of  Dayton 
introduced  the  bill,  William  Thompson  of  Washoe 
moved  to  amend  by  inserting  Reno  instead  of  Elko, 
Senator  Rob  McBeth  moved  to  make  it  Winnemucca, 
and  after  both  amendments  were  voted  down,  the  bill 
passed  with  only  three  dissenting  votes.  On  Marcli 
6th,  1873,  it  pas.sed  the  assembly  by  a  vote  of  37  to  9. 

Among  the  senators  who  voted  aye  was  George  W. 
Cassidy,  who  represented  Nevada  two  terms  in  Congress, 
besides  holding  a  high  position  in  this  state.  pAireka 
County  sent  him  repeatedly  to  the  state  senate,  and  no 
more  powerful  spirit  could  be  found  in  his  party  than 
he.  He  was  born  in  old  Kentucky  in  1838,  but  came 
to  California  in  his  youth,  taking  up  journalism,  first  at 


105 


TRI-DECENNUL   CELEBRATION 

Meadow  Kakc  during  the  mining  excitement  there  and 
later  in  Nevada.  He  founded  "The  Inland  Empire", 
now  dead,  but  reached  his  true  field  on  "The  Eureka 
vSentinel,"  \.u  which  he  went  in  1871.  Mr.  Cassidy  was 
the  main  mind  in  the  foundation  of  the  Silver  Party,  a 
most  phenomenal  movement  which  broke  up  old  lines 
and  formed  men's  ideas  of  statesmanship  anew.  He 
attended  a  convention  in  Reno,  June  22nd,  1902,  and 
after  a  splendid  speech  on  the  floor,  fell  exhausted  and 
died  at  his  room  at  the  Palace  Hotel  in  a  few  moments. 
He  married  a  Carson  lady,  who  survives  him. 

Senator  Walter  S.  Hobart,  whose  possessions  cover 
the  timbered  hills  for  miles  and  miles,  left  his  children 
millions  of  dollars  but  not  an  enemy.  He  was  one  of 
the  few  men  whose  wealth  brought  no  jealousies  and 
no  grudges  from  any  source.  He  was  unspoiled  and 
remained  the  same  fair-minded,  open-hearted,  generous 
friend  to  even  his  humblest  acquaintance  as  long  as  he 
lived. 

A.  C.  Cleveland,  whose  white  plume  waved  in 
many  a  hard  fought  political  battle  in  this  state,  was 
also  a  member  of  the  senate  at  this  time  and  afterwards 
held  other  positions  of  trust.  He  was  a  native  of  Maine 
but  became  a  pioneer  of  Washoe  County,  was  elected 
one  of  its  first  commissioners,  and,  as  a  delegate  to  the 
state  convention,  cast  the  vote  which  gave  the  nomin- 
ation for  governor  to  Mr.  Blaisdel  as  against  John  13. 
Winters.  Mr.  Cleveland  married  Miss  Peters  of  Carson. 
and  she  still  makes  her  home  in  the  beautiful  valley  in 
White  Pine  County  where  Mr.  Cleveland  and  she  spent 
so  many  happy  and  prosperous  years. 

C.  H.  Eastman  was  in  the  senate  from  this  city, 
and  those  who  remember  him  need  not  be  told  of  his 
faithful  service  and  intelligent  vote. 

106 


DEPARTED   UNI^ERSITT   PIONEERS 

John  Bowman  was  speaker  of  the  assembly,  and 
his  father-iu-law,  Fielding  Lemraon,  was  a  member  from 
Washoe,  assisted  by  K.  C.  Sessions  and  W.  iv  Price,  all 
now  dead. 

R.  L.  tiorton,  a  solid  citizen  of  Lander  and  after- 
ward state  controller,  was  also  a  member.  Mr.  Horton 
was  a  native  of  Pittsburg,  born  in  1832,  and  came  to  Cali- 
fornia in  1849,  reaching  the  mines  in  the  spring  of  1850. 
On  his  third  trip  to  the  coast  he  came  to  Virginia  City 
and  in  1S62  or  1863  he  established  a  mercantile  business 
in  Austin,  which  is  still  carried  on  by  his  son,  R.  M. 
Horton.     Mrs.  Horton,  a  son,  and  daughter  survive  him. 

Our  D.  B.  Lyman,  who  was  a  member  of  the  as- 
sembly in  this  legislature,  also  voted  for  the  bill.  He 
was  a  native  of  Vermont  and  is  well  known  to  all  our 
people,  to  whom  he  endeared  himself  by  a  lifetime  of 
good  living  so  that  words  would  sound  hollow  in  his 
praise.  His  sons  Ed  and  George  have  both  been  on 
the  university  rolls  and  promise  to  perpetuate  their 
father's  memory. 

The  governor  signed  the  bill  the  day  after  it  passed 
the  assembly,  thus  establishing  at  Elko  the  beginnings 
of  the  institution  of  which  we  are  so  proud  today. 
Governor  Bradley  was  the  kind  of  man  who  leaves  a 
record  wherever  he  casts  his  lot.  Born  in  \'irginia  in 
1805,  he  grew  to  manhood  and  married  there,  but  moved 
to  Kentucky  in  1843  ^"d  to  Missouri  in  1845,  where 
his  wife  died.  Gathering  a  large  drove  of  cattle,  he 
brought  them  overland  to  California  in  1852.  In  1854 
he  and  his  son  brought  both  sheep  and  cattle  to  the 
mines  in  central  California  and  established  butcher 
shops  in  different  towns.  Prices  were  very  high,  and 
they  made  money  fast,  but  about  the  time  the  placers 
began   to    fail    several    years    of   .severe    drought    were 


107 


TRI-DECENNIAL    CELEBRATION 

followed  by  the  flood  in  tlie  spring  of  1H62,  causing 
them  heavy  losses.  In  1864  they  sold  out  and  came  to 
Austin,  Nevada,  where  they  carried  on  the  same  line  of 
business.  In  1868  Governor  Bradley  moved  into  Klko 
County  and  engaged  heavily  in  the  cattle  business, 
making  that  his  home  for  the  rest  of  his  life. 

The  Bradley s  were  of  good  Irish  stock,  and  Old 
Broad-Horns,  as  he  was  affectionately  dubbed,  im- 
pressed his  strong  individuality  deeply  upon  the  State  of 
Nevada.  His  son,  the  late  John  R.  Bradley,  was  one  of 
Nevada's  best  beloved  citizens,  a  splendid  neighbor,  a 
faithful  friend,  true  to  the  instincts  of  his  honorable 
ancestry.  Mrs.  Belknap,  daughter  of  Governor  Bradley, 
has  been  a  notable  figure  in  the  society  of  the  capital, 
where  Judge  Belknap  has  honored  the  state  with  many 
years  of  service  on  the  supreme  bench.  Another 
daughter,  Mrs.  Henderson,  still  resides  in  Elko  where 
she  made  a  home  for  her  husband  and  family  early  in 
its  history.  The  third  generation  is  sustaining  the 
traditions  of  the  family  in  different  parts  of  the  country. 

In  the  year  1870  his  party  made  Mr.  Bradley  the 
nominee  for  governor,  and  he  defeated  Fred  A.  Tritle  by 
a  good  majority.  But  it  must  not  be  imagined  that  he 
was  a  tyro  in  politics.  The  early  days  in  California 
were  enlivened  by  many  a  keen  campaign  into  which 
the  young  Virginian  entered  with  zest.  He  was  a 
prominent  figure  in  the  chivalry  wing  of  the  Demo- 
cratic Party  and  a  solid  supporter  of  Senator  Gwin. 
He  was  twice  a  member  of  the  California  legislature 
and,  as  a  delegate  to  the  National  Convention  in  1856, 
cast  the  vote  of  California  for  the  nomination  of  James 
Buchanan.  In  the  campaign  of  1874  in~Nevada,  he 
was  a  candidate  for  re-election,  defeating  Dr.  J.  C.  Haz- 
litt,  the  father  of  the  University  Bill.     At  the  same  time 

108 


DEPARTED    UNIFERSITT   PIONEERS 

Jewett  W.  Adams  defeated  John   Bowman  of  Reno  for 
lieutenant  governor. 

The  Bullion  Tax  Bill  was  the  sensational  feature  of 
the  day,  and  Governor  Bradley  kept  poor,  but  honest, 
by  vetoing  what  would  have  cost  the  state  many  years 
of  healthy  revenue,  had  it  become  a  law.     The  consti- 
tution  forbids  the  taxing  of  mines  but  permits  the  tax- 
ing of  their  net  proceeds.     As  the  state  has  produced 
something  like  a  billion  of  dollars  in  gold  and  silver,  it 
can  be  seen  that  the  interest  of  the  bonanza  kings  was 
to  have  the  tax  taken  off.     The  people  pledged  every 
member  of  the  legislature  against  the  repeal  of  the  tax, 
but,  disregarding  their  pledges,  both  houses   voted  for 
such  a  bill.     It  was  an  open  secret  that  Governor  Brad- 
ley's signature   would  have  placed  him  in  affluent  cir- 
cumstances, and  his  attention  to  public  affairs  to  the 
neglect  of  his  own  had  so  diminished  his  fortune  that 
he  needed  it,  but  he  remained  immovable.     Against  his 
own    judgment  he  yielded   to  the    solicitations   of   his 
friends  and  made  his  third  campaign  in  the  year  1878, 
but  his  enemies  were  too  powerful  and  Governor  Kin- 
kead  defeated  him  by  a  small  majority.     The  believers 
in  the  doctrine  of  the  eternal  fitness  of  things  will  be 
glad  to  know  that  the  same  bill  was  vetoed  later  on  by 
Governor  Kinkead,  although  Governor  Bradley  did  not 
live  to  see  the  triumph  of  the  principle  for  which   he 
had  sacrificed  so  much.     He  died  in  the  spring  of  1879. 
Among    Governor    Bradley's  advisers,   and  one   of 
Nevada's    best     beloved    pioneers,    was  Jerry    School- 
ing, then  state  treasurer,  a  native  of  Missouri,  who  lies 
buried   in   the    Masonic   Cemetery.     He   was  regent  of 
the  university   when  the  buildings  at   Klko  were  com- 
pleted, and,  as  state  senator  in   1885,  voted  for  its  re- 
moval from  Klko  to   Reno.     This   measure   was   reconi- 


109 


TRI-DECENNIAL    CELEBRATION 

mended  by  two  members  of  the  board  of  regents,  S.  H. 
Day  and  Dr.  IC.  B.  Harris,  and  opposed  in  a  strong 
minority  report  by  Regent  Rand  of  Elko.  It  passed, 
however,  and  was  signed  by  Governor  Jewett  W. 
Adams,  who  by  this  act  established  the  real  Nevada 
State  University  as  the  crowning  act  of  a  long  and 
honorable  public  career. 

The  history  of  the  university  up  to  this  change 
was  one  of  endurance  and  self-sacrifice  on  the  part  of 
the  faculty  as  well  as  of  the  people.  Among  those  in 
charge  was  W.  C.  Dovey,  principal  from  1878  to  1881. 
He  was  active  for  many  years  in  educational  circles 
and  was  elected  superintendent  of  public  instruction  in 
1886.  He  was  a  member  of  the  assembly  during  the 
seventh  session  of  the  legislature  and  was  elected 
speaker.  He  was  teaching  in  Silver  City  in  1874  when 
elected  regent,  and  moved  to  Elko  to  give  his  personal 
supervision  to  the  erection  of  the  buildings. 

T.  N.  Stone,  who  succeeded  him,  was  born  in  Massa- 
chusetts and  taught  in  that  state,  and  in  Illinois  and 
California  until  1870.  He  was  principal  for  a  year  and 
regent  for  four  years.  He  was  postmaster  at  Elko, 
state  senator,  and  later  deputy  controller,  a  lovable, 
even-tempered  man  who  made  friends  of  all  he  met. 

A.  T.  Stearns  was  principal  in  1S85.  He  was  sen- 
ator from  Eureka  during  the  fifteenth  and  sixteenth  ses- 
sions. He  was  a  native  of  Maine  and  a  lawyer  by  pro- 
fession. 

Alfred  Helm  of  Carson  was  a  member  of  the  first 
board  of  regents.  He  was  treasurer  of  Orrasby  County 
for  many  years,  was  clerk  of  the  supreme  court,  and  an 
active  man  of  business. 

Honorable  C.  C.  Stevenson,  who  was  the  third 
member  of  the  first  board,  was  a  mining  man  in  Storey 


no 


DEPARTED    VNIVERSITY  PIONEERS 

County  and  was  repeatedly  sent  to  the  state  senate. 
In  1886  he  was  elected  governor,  and  died  September 
2ist,  1890. 

John  S.  Mayhugh  was  on  the  board  from  1879  until 
1883.  He  was  a  Pennsylvanian  and  came  to  Nevada 
in  1859,  holding  many  offices  of  trust  and  honor.  He 
was  by  turns  justice  of  the  peace,  Indian  agent,  legis- 
lator, regent,  land  surveyor,  and  expert.  His  home 
was  in  Elko  for  many  years,  and  his  son,  educated  here 
at  the  university,  is  connected  with  the  engineering 
staff  of  the  Southern  Pacific.  Mrs.  Mayhugh  resides  in 
Elko. 

Dr.  E.  B.  Harris  was  a  notable  citizen  of  Nevada 
and  a  firm  friend  of  the  university.  He  was  born  in 
New  York  in  1827  of  a  titled  English  family  and  was 
educated  both  in  medicine  and  the  law.  He  built  the 
first  quartz  mill  in  Nevada  but  never  gave  up  the  prac- 
tice of  his  profession.  He  was  a  surgeon  in  the  War  of 
the  Rebellion  with  the  rank  of  major,  returning  to  the 
West  at  its  close.     He  was  regent  in  1883  and  1S84. 

A  pioneer  friend  of  the  university  and  a  lover  of 
learning  to  the  day  of  his  death  at  four  score  years  was 
Thomas  Wren,  a  native  of  Ohio  and  a  lawyer  of  dis- 
tinction. He  was  in  Congress  in  1876  and  was  the 
author  of  the  Wren  Bill, the  first  anti-Chinese  legislation 
passed.  His  masterly  arguments  did  much  to  show  the 
people  of  the  East  that  great  racial  reasons  existed  for 
the  exclusion  of  Chinese.  Mr.  Wren  died  in  Reno  last 
January,  leaving  a  widow  and  two  children. 

Honorable  J.  H.  Rand  was  a  lovable  man  but  very 
retiring  in  his  manner,  and  few  suspected  his  depth  of 
learning  and  natural  ability.  He  was  a  resident  of 
Elko  and  regent  when  the  university,  much  against  his 
will,  was  moved  to  Reno. 


TRI-DECENNIAL   CELEBRATION 

Judge  Thomas  H.  Wells  was  a  public  man  during 
all  his  long  residence  in  Nevada.  He  was  private  secre- 
tary for  Governor  Blaisdel  and  also  for  Governor 
Stevenson,  and  was  a  member  of  the  board  of  regents 
for  four  years.  He  was  appointed  di.strict  judge  and  in 
1890  moved  to  Southern  California. 

All  these  are  dead  and  their  works  do  follow  them. 

Among  Washoe  County's  memorable  men  was  an 
active  spirit  largely  responsible  for  the  removal  of  the 
university,  of  which  he  was  an  enthusiastic  promoter. 
Always  at  the  front  in  everything  that  promised  to  be 
a  benefit  to  the  town,  the  county,  or  the  state  from  the 
time  he  crossed  the  Sierras,  a  bright-faced,  lovable,  big- 
hearted  boy,  to  the  hour  of  his  death,  no  one  who  knew 
C.  C.  Powning  need  be  told  his  story.  His  ready  pen 
served  on  the  "Nevada  State  Journal"  for  twenty  years, 
and  for  eight  years  he  occupied  a  seat  in  the  state  sen- 
ate. He  was  appointed  U.  S.  Sur\'eyor  General  for 
Nevada,  did  much  to  build  up  the  agricultural  society, 
was  prominent  in  fraternal  organizations,  and  held 
many  positions  of  trust  and  honor  in  public  and  private 
life.  Left  an  orphan  when  a  child,  he  came  to  Washoe 
County  and  made  a  place  for  himself  in  the  histor>'  of 
the  state  as  well  as  in  the  hearts  of  his  neighbors.  He 
was  born  in  1852  and  died  at  the  age  of  forty-five  years 
at  his  home  in  Reno.     He  left  a  wife. 

Scores  of  pioneers  should  be  eulogized,  but  the 
vast  majority  of  us  will  leave  little  to  record.  Napoleon 
said  that  in  a  thousand  years  he  would  occupy  but  six 
lines  in  history,  and  there  are  only  a  few  Napoleons. 
We  toil  our  little  day  and  sink  from  sight,  working  for 
some  great  purpose  which  we  may  not  always  under- 
stand. Age  after  age  the  little  coral  spins  its  stony 
web  along  the  ocean's  bed,  and  when  in  countless  years 


DEPARTED    UNIl^ERSITr  PIONEERS 

the  reef  appears  above  the  waves,  there  is  no  trace  left 
of  those  who  built  the  foundations  and  hfted  up  tlie 
walls.  But  soon  the  flowers  grow,  the  trees  bear  fruit, 
and  men  make  homes  upon  the  graves  of  the  busy 
architects  who  builded  better  than  they  knew.  Spirit- 
ually, some  such  mission  may  be  ours. 

Many  members  of  the  constitutional  convention  de- 
serve well  of  their  state,  but  the  one  to  whom  the  uni- 
versity meant  the  most  was  James  W.  Haines,  who 
came  to  California  from  Ohio  in  1849  and  to  Nevada  in 
1859,  settling  at  Genoa,  where  he  made  a  home  and 
lived  until  his  death  a  few  years  ago.  Among  Mr. 
Haine's  many  enterprises  was  the  marketing  of  wood 
and  timber,  and  by  an  accident  he  found  that  a  great 
improvement  in  the  transportation  was  made  by  sloping 
the  sides  of  the  trough  down  which  the  material  was 
floated  from  the  mountains.  This  led  to  the  invention 
of  the  V  flume,  which,  however,  he  never  patented  but 
left  free  to  all.  Mr.  Haines  was  public-spirited  and 
always  took  an  active  part  in  politics.  His  chief  labor 
in  the  constitutional  convention  was  the  defeat  of  a 
bonus  of  three  million  dollars  ofi^ered  to  the  Central 
Pacific  R.  R.,  then  building  toward  the  Nevada  line. 
He  stood  against  all  comers  in  that  fight  and  proved 
that  it  would  bankrupt  the  state.  History  shows  him 
a  true  prophet  as  well  as  a  patriot.  Douglas  sent  Mr. 
Haines  to  the  first  four  and  to  the  tenth  sessions  of  the 
senate,  and  in  1890  he  was  elected  regent  of  the  uni- 
versity, a  service  to  which  he  devoted  himself  loyally 
and  efl'ectively.  Perhaps  the  greatest  service  he  ever 
rendered  Nevada  in  his  long  and  useful  career  was  in 
securing  for  the  office  of  president  its  present  incum- 
bent, Dr.  Joseph  Kdward  Stubbs,  who  came  from  his 
home  in  Ohio  with  educational  honors  thick  upon   him. 


113 


TRI-DECENNIAL    CELEBRATION 

I  am  expected  to  speak  today  only  of  those  whom  we 
have  lost,  not  of  those  who  remain  with  us,  and  fortu- 
nately Dr.  Stubbs  does  not  come  within  the  limits  of 
this  occasion.  So  his  eulogy  must  be  left  to  future  his- 
torians. When  that  time  comes,  nothing  nobler  can  be 
written  than  once  was  said  of  him  whose  disciple  he  is, 
he  "went  about  doing  good."  Mr.  Haines  was  re- 
proached for  not  taking  Nevada  material  to  fill  the  vacan- 
cies that  occurred  at  the  university,  but  he  declared  that 
it  would  be  an  injustice  to  the  state,  to  the  taxpayers, 
and  to  the  students,  whose  welfare  was  his  sacred 
charge,  to  accept  anything  but  the  very  best  that  was 
obtainable  no  matter  where  it  could  be  found.  He  was 
bold  in  the  pursuit  of  his  principles,  sound  in  his  judg- 
ment, and  left  an  honored  name  of  which  his  wife  and 
children  may  well  be  proud. 

Contemporary  with  Mr.  Haines  on  the  board  was  a 
pioneer  of  Nevada,  Henry  Lyman  Fish,  a  scholarly  son 
of  Massachusetts,  who  came  to  Washoe  in  1862  and  was 
one  of  her  best  known  citizens  until  his  death,  two 
years  ago.  He  held  many  offices,  was  senator  when 
the  University  Bill  was  passed,  was  regent  for  eight 
years,  and  was  also  grand  master  of  Masons.  Mrs.  Fish 
and  daughter  still  maintain  the  family  home  in  Reno. 

The  recent  death  of  John  Newton  Evans  was  one 
of  the  most  tragic  events  in  the  history  of  the  univer- 
sity. He  was  cut  oflf  in  his  prime  by  a  distressing  ac- 
cident, which  shocked  the  entire  community.  Although 
Mr.  Evans  settled  at  Honey  Lake,  California,  he  might 
very  properly  be  called  a  pioneer  of  Nevada,  for  Honey 
Lake  and  Susanville  are  by  right  a  part  of  this  state. 
Congress  defined  the  boundaries  of  California  as  begin- 
ning at  the  point  where  the  35th  parallel  of  latitude 
touches  the  Colorado  River,  running  thence  northwest 


114 


DEPARTED   UNIf^ERSITl'  PIONEERS 

to  the  point  where  the  39th  parallel  touches  the  i2otli 
degree  of  longitude,  thence  north  along  the  sunmiit  of 
the  Sierra  Nevada  Mountains  to  the  Oregon  line.  But 
the  surveyors  found  that  the  point  where  the  39th  paral- 
lel intersects  the  120th  meridian  lies  in  the  middle  of 
Lake  Tahoe.  So  the  greedy  Californians  ran  straight 
north  and  claimed  all  that  part  of  the  mountains  lying 
east  of  the  summit.  When  Nevada  was  cut  off  from 
Utah,  Congress  made  a  plea  to  California  to  right  the 
wrong,  and  our  state  sent  a  commission  to  urge  the 
matter,  but  no  notice  was  taken  of  them. 

The  Honey  Lake  War  occurred  when  Plumas 
County  sent  a  sheriff  to  serve  processes  in  the  valley, 
but  he  found  the  Honey  Lakers  the  most  loyal  of  Ne- 
vadans,  and  they  stuck  him  into  jail.  Plumas  then 
raised  a  force  of  one  hundred  and  eighty  men  who 
marched  to  the  seat  of  war  with  a  cannon,  reaching 
what  is  now  Susanville  on  Feburary  14th,  1863.  By  the 
next  morning  three  hundred  armed  men  were  drawn 
up  to  meet  them.  The  sheriff's  little  army  took  posses- 
sion of  a  barn  which  shows  the  bullet  holes,  as  it  still 
stands  in  a  Susanville  orchard.  A  battle  which  lasted 
four  hours  ensued,  in  which  ten  were  wounded  but  no 
one  killed.  The  sheriff  surrendered,  and  the  matter 
was  settled  in  the  courts. 

Amid  such  scenes  the  young  Ohioan  entered  into 
Western  life,  and,  truth  to  tell,  it  was  not  distasteful. 
Honey  Lake  was  not  only  surrounded  by  tribes  ot 
more  or  less  hostile  Indians,  but  was  infested  with  des- 
peradoes, some  of  whom  the  Evans  brothers  were  forced 
to  meet  in  heated  disputes  over  the  possession  of  land. 
There  were  many  battles,  into  some  of  which  Mr.  Kvans 
was  forced.  In  1862  there  was  a  war  with  the  Piutcs, 
and  in  1866  the  Modocs  raided   Honev    Lake,   meeting 


TRI-DECENMAL    CELEBRATION 

defeat  in  a  bloody  battle,  in  which  Mr.  ICvans  took  a 
valorous  part.  In  1868  they  came  again,  murdering 
the  Pearson  family  and  retreating.  Mr.  I^vans  followed 
them  with  a  force  of  sixty  men. 

The  Evans  brothers  had  interests  on  the  Humboldt 
River  in  Nevada,  in  Honey  Lake,  and  in  Reno,  but 
later  the  property  was  sold  off  or  divided,  and  each  one 
managed  his  own  affairs.  The  Evans  are  of  Welsh  de- 
scent and  are  all  possessed  of  great  natural  ability. 
They  make  their  work  count  in  whatever  they  under- 
take, and  all  have  done  well  in  the  world.  In  1896 
Mr.  Evans  was  elected  a  regent  of  the  university,  and 
it  was  a  compliment  to  his  mind  and  character  to  find 
that  the  sturdy  and  reserved  man  of  business  more  than 
met  the  requirements.  The  institution  gained  a  firm 
hand,  while  the  regent  fell  under  a  good  influence 
which  enlarged  his  vision  and  softened  his  nature  per- 
ceptibly. 

He  was  president  of  the  board  up  to  the  time  of 
his  death  on  November  3rd  last,  and  left  a  record  for 
staunch  discipline,  for  generous  support  of  the  pres- 
ident and  faculty  in  many  a  trying  hour.  Mr.  Evans 
was  of  fine  appearance,  manly  in  form  and  sturdy  in 
physique.  His  hair  turned  white  at  an  early  age. 
while  his  outdoor  life  and  temperate  habits  gave  him 
a  clear  e\'e  and  a  rosy  complexion  which  many  a  belle 
might  envy.  In  1877  Mr.  Evans  married  one  of  the 
fair  daughters  of  Ohio  and,  bringing  his  bride  to  Reno, 
established  a  home  such  as  can  only  be  built  up  by  lov- 
ing hearts  and  faithful  lives.  Mrs.  Evans,  three  sturdy 
sons,  and  two  charming  daughters  survive. 

Death  has  claimed  two  presidents  since  the  univer- 
sity was  moved  to  Reno.  Its  first  head  was  Professor 
J.  W.  McCammou,  a  sturdy  scholar  hardly  in  his  prime. 

116 


DEPARTED   UNIf^ERSITr   PIONEERS 

He  was  a  native  of  Asbury,  Ohio,  but  of  Scotch  descent, 
and  had  the  love  of  learning  and  the  earnest  convic- 
tions of  his  race.  He  graduated  at  the  Ohio  Wesleyan 
University  and  after  he  left  here,  continued  his  studies, 
graduating  first  at  Boston  University  and  then  at  Har- 
vard. Entering  the  Methodist  ministry,  he  died  in 
Massachusetts  in  1892  at  the  age  of  thirty-two  years. 

The  university  was  hardly  more  than  a  good  high 
school  until  the  regents  brought  out  another  of  those  en- 
ergetic Ohio  boys,  President  Le  Roy  D.  Brown,  who  set 
the  stakes  and  laid  the  lines  upon  a  broader  scale. 
From  that  time  on  the  University  of  Nevada  began  to 
be  heard  from.  President  Brown  was  born  in  Noble 
County,  Ohio,  in  1848  and  attended  the  public  schools 
until  at  the  age  of  sixteen  he  entered  the  army,  serving 
until  the  war  closed.  Later  he  graduated  at  the  Ohio 
Wesleyan  University,  which  has  turned  out  so  many 
good  men — Senator  Fairbanks  of  Indiana,  Dr.  Gun- 
saulus  of  Chicago,  and  three  presidents  of  the  Nevada 
State  University.  He  died  January  13th,  1898,  at  San 
Luis  Obispo,  California.  His  son,  T.  P.  Brown,  is  prin- 
cipal of  the  Eureka,  Nevada,  schools.  Another  son  and 
three  daughters  live  with  their  mother  at  Santa  Monica. 
President  Brown  was  an  extensive  traveler  in  his  own 
and  foreign  lands,  educated  himself  for  the  law,  and 
received  degrees  from  several  universities. 

And  so  the  shadows  claim  our  pioneer  neighbors 
one  by  one.  We  remember  their  virtues  but  forget 
their  faults.  Shakespeare  says,  "He  who  dies  pays  all 
debts,"  and  that  leaves  only  words  of  kindness  for 
their  memory.  They  have  done  much  for  us,  and  we 
have  every  reason  to  feel  that  they  have  not  lived  in 
vain. 


117 


The  Departed   Alumni  and  Students 


By  E.  E.  Caine 

(Class  of  i8<«) 


TF  strong  affection  can  inspire  tender  phrases,  if  every 
nerve  and  fiber  tingling  and  pulsating  in  sympathy 
with  the  occasion  can  produce  eloquent  utterance,  what 
an  effort  mine  should  be  today.  But  there  are  times 
when  words  seem  entirely  inadequate  to  express  the 
emotions,  and  such  a  one  is  this.  Never  have  I  had  a 
greater  labor  of  love  to  perform  and  never  have  I  felt 
less  equal  to  the  occasion  or  more  doubtful  of  the  out- 
come. 

No  one  but  a  college  man  can  know  the  strength 
of  the  tie  that  binds  and  cements  the  friendships  of  those 
four  most  golden  years  of  our  lives,  though  we  live  the 
limit  of  a  century.  No  spot  aside  from  the  parental 
home  has  clustered  about  it  such  memories,  or  is  so 
idealized  as  the  college  halls  and  campus  of  our  alma 
mater.  No  friendships  can  approximate  the  ones  formed 
in  those  days.  No  loves  save  those  of  home  itself  are 
as  tender  as  those  of  our  halcyon  days.  Personally.  I 
know  I  never  experienced  sorrow  more  keen,  except 
when  those  of  my  own  flesh  and  blood  left  me,  than 
when  it  was  flashed  to  me  one  day  that  as  the  sun  sank 
in  the  west,  one  of  my  classmates  would  be  laid  to  rest, 
denied  the  privilege  of  resting  in  the  soil  which  I  of  all 
others  knew  he  loved   so  well;  or  when,  upon  another 

ii8 


DEPARTED  ALUMNI  AND  STUDENTS 

occasion,  with  bowed  head  I  watched  and  waited  with 
the  honored  president  of  this  university  while  the  noble 
soul  and  generous  spirit  of  another  man  of  '93  took  its 
flight  to  its  maker. 

So  today,  as  I  stand  in  these  halls  upon  this  occa- 
sion, every  old  association  recalled,  every  nook  and 
corner  suggesting  something  tender  of  those  who  are 
gone,  it  is  hard  to  keep  my  mind  on  the  task  in  hand. 
Countless  memories  of  those  old  days  are  pressing  down 
upon  me  and  crowding  out  every  thought,  while  in  my 
ears  ring  those  words  of  Tennyson,  who  felt  a  similar  be- 
reavement and  felt  it  no  more  deeply  and  tenderly  than 
do  I— 

"Would  that  my  tongue  could  utter  the  thoughts  that  arise 
in  me!" 

and  "O  for  the  touch  of  a  vanished  hand, 

And  the  sound  of  a  voice  that  is  still!" 

When  the  committee  having  this  function  in  charge 
allotted  me  my  time,  they  stated  that  "Fortunately,  as 
few  of  your  number  are  missing,  but  fifteen  or  twenty 
minutes  will  be  all  the  time  you  will  require."  While  I 
do  not  feel  at  liberty,  nor  do  I  intend,  to  exceed  that 
allowance,  I  found,  as  t  scanned  the  roll,  that  the  dread 
reaper  had  been  busy  in  our  ranks  and  had  laid  his 
hand  heavily  upon  us. 

About  thirty  of  our  students  and  graduates  have 
opened  the  book  of  life  and  have  solved  the  problem 
of  the  ages.  But  a  few  days  ago  one  of  our  former 
students,  Morris  Jacobs,  went  to  his  death  in  the  cruel 
waters  of  the  Truckee,  dying  like  a  true  hero  and  in  a 
manner  befitting  a  true  son  of  Nevada.  Those  who  are 
gone  are  resting  in  places  widely  separated.  Many 
sleep  on  the  hills  overlooking  the  valley  they  knew  so 
well.     Others    rest   under  the    shadow     of   old    Mount 


119 


TRI-DECENNL4L   CELEBRATION 

Davidson  and  in  other  places  throughout  the  length  of 
their  natal  state.  Over  one  bends  the  blue  sky  of  Mex- 
ico. The  dust  of  another  mingles  with  that  of  heroes  in 
the  National  Cemetery  at  West  Point.  One  rests  in 
Texas,  another  in  Montana,  while  the  golden  sands  of 
California  enclose  several  others. 

I  wish  that  time,  circumstances,  acquaintance,  and 
data  would  permit  me  to  give  an  extended  and  detailed 
eulogy  of  each  one  whose  memory  we  venerate  at  this 
hour.  Such,  however,  is  obviously  impossible.  This 
part  of  these  ceremonies  has  been  dedicated  especially 
to  us  old  fellows  and  our  friendships.  And  as  I  speak, 
I  know  that  I  am  not  closely  followed,  but  that  each 
one  is  busy  with  his  own  thoughts  of  the  long  ago,  and 
that  each  is  sending  forth  his  little  tribute  to  the  ones 
he  knew  and  loved  the  best.  So  let  it  be;  I  think  that  the 
purpose  of  the  hour  could  be  best  served  by  holding  a 
silent  communion,  and  letting  the  names  and  faces  of 
those  who  are  gone  pass  in  silent  review  before  our 
mind's  eye,  while  their  memories  stand  out  distinct  and 
vivid  on  the  silent  canvas  of  the  past. 

It  is  said  so  often  that  Death  loves  a  shining  mark. 
This  saying  has  been  strikingly  exemplified  in  the  cases 
of  those  we  mourn  at  this  hour.  Those  of  us  who  re- 
member Sheriff,  Butterly,  and  Osburn  on  the  baseball 
field  find  it  hard  to  realize  that  those  splendid  physiques 
should  prove  such  easy  prey  for  the  white  man's  plague. 
Those  of  us  to  whom  the  smiling  faces  of  Manning, 
Nichol,  Stewart,  Tucke,  and  Mitchell  come,  appreciate 
the  happiness,  the  sunshine,  and  the  true  manly  worth 
which  was  lost  to  us  here  when  the  earth  closed  above 
them.  Those  of  us  who  so  often  listened  with  such 
keen  pleasure  to  the  sweet  voices  of  the  Layton  girls 
can  scarcely  believe  that  those  voices  are  forever  hushed 


DEPARTED  ALUMNI  AND  STUDENTS 

to  mortal  ears.  As  you  wander  about  on  the  carupuses 
of  colleges  here  and  there  through  the  land,  you  find 
monuments,  tablets,  and  memorial  halls  sacred  to  the 
memories  of  distinguished  students  and  graduates.  If 
the  object  of  these  is  to  furnish  inspiration  and  courage 
to  those  who  gaze  upon  them,  to  cause  the  examples  of 
those  they  commemorate  to  be  emulated  by  others — 
then  while  no  such  material  testimonials  are  to  be  found 
on  the  Nevada  campus,  two  of  our  men  at  least  have 
reared  on  these  grounds  and  placed  in  these  halls,  by 
their  high  characters,  by  their  brilliant  powers  of  mind, 
by  their  fidelity  as  students,  by  the  lofty  ideals  they 
inspired,  monuments  more  enduring  than  those  of  wood 
or  stone  or  bronze,  fashioned  by  the  hand  of  the  artisan. 
Their  memorials  have  been  graven  by  their  personality, 
righteousness,  and  worth  upon  the  best  and  most  sacred 
traditions  of  this  institution.  Their  memories  are  en- 
shrined in  the  minds  and  hearts  of  every  student  and 
professor  here.  I  do  not  think  that  a  student  has  ever 
lived  in  these  halls  a  month  without  becoming  familiar 
with  the  names  of  Brown  and  Swan.  Years  have 
passed  since  they  answered  the  call,  and  yet  I  doubt  if 
there  ever  has  been  a  student  here  who  has  not  at  some 
time  or  other,  in  .some  more  or  less  definite  way,  felt  the 
personality  and  inspiration  of  these  two  names.  Milton 
says  that  no  pile  of  stones  was  needed  to  make  the 
fame  of  Shakespeare  secure,  and  .so  it  is  with  them  in 
the  sphere  in  which  they  lived  and  worked.  In  Chau- 
cer's Hall  of  Fame  each  new  name  written  on  the  wall 
caused  an  old  one  to  grow  dim  and  vanish;  such  will 
not  be  the  case  with  theirs  in  the  annals  and  traditions 
of  this  institution.  Years  will  come  and  go,  but  there 
will  always  be  some  one  to  tell  that  in  '93  two  men 
were  graduated 


TRI-DECENNUL   CELEBRATION 

Whose  lives  were  gentle,  jind  the  elements 

So  mixed  in  them,  that  Nature  might  stand  up 

Ann  say  to  all  the  world,  "These  were  men  !" 

And  what  I  have  said  of  these  men  can  be  said  in 
scarcely  a  less  degree  of  that  brilliant,  faithful  student, 
Steiner,  who  laid  down  his  life  a  sacrifice  upon  the  altar 
of  honest,  noble  ambition  and  perfect  fidelity.  And  as 
I  speak,  up  come  the  names  of  Ellen  Lewers  and 
sweet-faced,  patient  Bessie  Rousseau,  while  alongside 
them  range  those  of  Edith  McLear,  Minnie  Sadler,  and 
Mattie  Mclntyre.  Each  so  young,  so  brilliant,  so  full  of 
promise;  each  so  almost  indispensable  here,  but  abso- 
lutely essential  on  high.  I  would  that  I  might  say  more, 
but  I  can  not.  The  subject  grows  too  sacred  and  tender 
for  words. 

I  trust  that  I  shall  be  pardoned  for  having  dwelt 
longest  on  those  I  knew  best.  I  hope  none  have  been 
forgotten.  All  of  them  we  honor  equally,  and  each  is 
as  tenderly  thought  of. 

Some  one  in  delivering  a  Memorial  Day  address 
dwelt  upon  what  a  wonderful  preserver  and  purifier 
death  is.  How  true!  Each  of  us  has  grown  older  and 
more  serious  and  staid,  but  the  absent  ones  have  not 
changed.  They  never  will,  but  to  the  end  they  will  be 
with  us,  bright-faced,  smiling,  happy,  brave-hearted 
college  boys  and  girls,  while  we  grow  old  and  perhaps 
withered  and  bitter.  Again,  while  it  is  true  that  these 
students  possessed  many  virtues  and  a  few  were  stars 
that  corruscated  in  their  alma  mater's  crown,  yet  they 
must  have  had  imperfections.  It  does  not  seem  so  to  us 
today.  Every  fault  has  been  explained  away.  Over 
every  error  the  mantle  of  charity  or  oblivion  has  been 
dropped,  and  to  us  they  are  pure  and  unsullied.  In 
the  phraseology  of  the  mining  students,  they  have  been 


122 


DEPARTED  ALUMNI  AND  STUDENTS 

refined  by  the  blast  of  death,  till  all  the  dross  is  gone. 
Only  a  bead  of  bright,  untarnished  golden  memory  rests 
in  the  cupel  of  our  affections.  So  let  us  leave  them, 
each  resting  in  a  halo  of  his  own,  looking  down  upon 
us,  drawing  us  closer  to  one  another  and  to  the  'varsity, 
urging  us  to  greater  deeds,  higher  accomplishments, 
and  loftier  ideals. 

I  am  glad  that  there  is  nothing  funereal  in  these 
ceremonies  today.  We  do  not  feel  that  the  light  of  our 
friends  has  been  extinguished.  We  feel  rather,  as  has 
been  said  in  substance  by  a  distinguished  American  ora- 
tor, that  if  the  Father  deigns  to  touch  the  cold  and 
pulseless  heart  of  the  buried  acorn  and  cause  it  to  burst 
forth  from  its  prison  walls,  then  he  will  not  permit  the 
soul  of  man  to  languish  in  the  earth.  If  he  stoops  to 
give  to  the  rose  bush,  whose  faded  blossoms  float  upon 
the  breeze,  the  sweet  assurance  of  another  spring,  then 
he  will  not  withhold  hope  from  the  hearts  of  the  sons  of 
men  when  the  frosts  of  winter  come.  If  matter,  mute 
and  inanimatte  as  it  is,  though  changed  into  a  thousand 
forms  by  the  forces  of  nature,  yet  never  is  destroyed, 
then  neither  shall  the  imperial  spirit  of  man  be  annihi- 
lated after  it  has  paid  a  brief  visit  like  a  royal  guest 
to  this  tenement  of  clay.  Ah  no!  the  one  who  wastes 
not  the  blade  of  grass  nor  the  drop  of  rain,  but  converts 
all  things  to  his  general  purpose,  has  not  destroyed  our 
friends.  He  has  given  immortality  to  the  mortal  and 
has  gathered  to  himself  the  noble  souls  and  generous 
spirits  of  those  we  miss  and  mourn  today.     So 

Let  us  look  up,  not  down. 

Their  day  ha.s  come,  not  gone. 

Their  sun  has  risen,  not  set. 

Their  hves  are  now  beyond  the  reach 

Of  change  or  death; 

Not  ended,  but  begun. 


123 


'IRI-DECENNUL   CELEBRATION 


Prayer 


The  prayer  offered  by  the  Reverend  Samuel  Uns- 
worth  of  Trinity  Episcopal  Church  in  closing  the 
Memorial  Services,  breathed  the  tender  and  sacred 
spirit  that  had  grown  with  the  progress  of  the  exercises. 
All  stood  in  the  presence  of  their  friends  of  former 
years  once  more  in  greeting  and  farewell.  This  prayer, 
which  possessed  the  permanent  beauty  of  the  Episcopal 
ritual  and  the  personal  touch  produced  by  the  oc- 
casion, passed  with  the  speaker's  utterance,  but  its 
deep  impression  will  abide. 

In  Memoriam 


While  this  volume  is  in  press,  two  more  Univer- 
sity Pioneers  whose  names  appear  in  the  preceding 
pages  have  passed  away.  Ex-Governor  John  H.  Kin- 
kead,  who  succeeded  Governor  Louis  R.  Bradley  but 
continued  his  policy  against  the  Bullion  Tax  Bill,  died 
at  Carson  City,  August  15,  at  the  advanced  age  of 
seventy-eight  years.  Mr.  Kinkead  was  treasurer  of  Ne- 
vada while  it  was  still  a  territory,  was  a  member  of  the 
two  constitutional  conventions  held  in  1863  and  1864, 
was  the  first  United  States  official  in  Alaska,  being 
appointed  postmaster  at  Sitka,  and  subsequently,  after 
his  election  as  governor  of  Nevada,  was  appointed 
governor  of  Alaska  by  President  Arthur. 

Honorable  Trenmore  Coffin,  who  completed  the 
unexpired  term  of  Honorable  Thomas  Wells  as  uni- 
versity regent  and  had  a  large  share  in  the  selection  of 
Dr.  Stephen  A.  Jones  as  president  of  the  university  in 
1SS9,  also  passed  away  in  the  same  city  on   August  26. 


124 


Alumni    Banquet 


The  Alumni  Banquet  was  held  under  the  joint 
auspices  of  the  Associations  of  University  and  Normal 
School  Alumni  as  a  part  of  the  Tri-Decennial  Cele- 
bration. 

The  University  Pioneers  and  the  members  of  the 
Pioneer  Class  were  the  special  guests  of  the  alumni  on 
this  occasion. 


125 


Toasts 

FRANK  H.  NORCROSS,   A.B.,  '91,  ToastmasTER 


The  University — the   Infant Honorable  D.  R.  Sessions, 

First  Principal  of  the  University 

Reminiscences Professor  Emeritus  Hannah  K.  Clapjj 

"Dear  N.  S.  U." Alumni  and  Guests,  led  by  Mrs.  Laytou 

To  the  Absent  Ones Mr.  Thomas  J.  Lawrence,  A.  B.,  '99 

C 'Silver  Threads  Among  the  Gold"...  Mrs.  Howe  and  Mrs.  Layton  "\ 
The  Favorite  Song  of  the  Pioneer  Class  ^_^^ 

Outward  Bound Mr.  Allan  Ede,  for  the  College  Class  of  1904 

What  Can  a  Man  Do? C.  R.  Lewers,  A.  B.,  '93, 

Assistant  Professor  of  Law  at  Stanford  University 

From  Jest  to  Earnest Miss  Emma  Regli, 

President  Normal  Class  of  1904 

"A  Song  to  N.  S.  U." Alumni  and  Guests,  led  by  Mrs.  Layton 

Our  American  Educators Honorable  Francis  G.  Newlands, 

U.  S.  Senator  for  Nevada 

Domestic  Arts  and  Applied  Science 

- Mrs.  Mate  Snow  Thurtell,  Normal,  '90 

The  Golden  Age Reverend  Samuel  Unsworth 

"Fair  Nevada" ..Alumni  and  Guests,  led  by  Mrs.  Layton 

Our  President Professor  Laura  De  Laguna 

The  University — the  Man  That  is  to  Be 

- President  Joseph  E.  Stubbs 

"America" Alumni  and  Guests,  led  by  Mrs.  Layton 


126 


Honorable   D.   R.    Sessions 
kirst  principal  of  the  university 


The  University— the  Baby 

By  Honorable  D.  R.  Sessions 

First  Principal  of  the  University 


My  Dear  Doctor  Stubbs: 

As  I  shall  not  be  able  to  take  part  with  you  in  cele- 
brating the  thirtieth  anniversary  of  the  university, 
let  me  offer  you  such  notes  and  suggestions  as  I  may  on 
the  early  history  of  the  preparatory  department,  which 
w'as  established  at  Elko  in  1874.  Political  arrange- 
ment, I  was  told,  fixed  this  location.  It  was  not  the 
most  favorable.  The  great  majority  of  the  population 
was  in  the  western  part  of  Nevada,  of  which  Reno  was 
then,  as  it  is  now,  practically  the  center.  After  a  school- 
house  had  been  built  and  a  principal  appointed,  Nevada 
was  committed  to  higher  education.  The  school  build- 
ing, placed  on  a  sightly  hill  about  half  a  mile  from  the 
body  of  the  town,  was  of  brick,  neat  in  design,  and  had 
three  rooms  on  the  ground  floor,  with  a  commodious 
assembly  room  on  the  upper  floor. 

On  my  arrival  at  Klko,  I  set  about  at  once  to  gather 
in  any  pupils  that  were  available.  I  made  no  formal 
examinations  for  admission,  but  selected  a  class,  boys 
and  girls,  more  with  reference  to  what  they  might  learn 
than  to  what  they  knew.  All  told,  there  were  seven. 
Two  or  three  of  these  might  have  stood  a  fair  exami- 
nation for  entrance  into  a  high  .school.  The  others  I 
took  on  faith.  In  mining  parlance,  they  looked  like 
good    prospects.     I    endeavored  to  find  out  what  each 


J27 


TRI-DECENNUL    CELEBRATION 

might  be  most  interested  in,  assuming  that  interest  be- 
tokens talent.  In  other  words,  it  was  my  plan  to  indi- 
vidualize tuition  so  that  each  boy  or  girl  might  spend 
most  of  the  time  on  a  specialty.  Other  studies  were 
given  rather  for  the  sake  of  variety  or  diversion.  If 
faculty  for  analysis  seemed  inferior  or  lacking,  but 
appreciation  of  words  was  manifested,  it  was  my  effort 
to  cultivate  ease  in  speech  and  with  the  pen.  Pupils 
whom  I  selected  to  teach  in  this  way,  became  clever 
within  the  limits  of  their  ability  and  taste,  and  I  am 
gratified  that,  without  an  exception,  they  have  become 
respectable  and  self-respecting  men  and  women,  al- 
though, as  is  said  of  Benjamin  Franklin,  they  could  not 
comprehend  the  mysteries  of  arithmetic.  It  was  my 
good  fortune,  however,  to  find  in  my  original  class  of 
seven  several  who  possessed  mathematical  talent.  It  was 
important  for  me  to  put  them  forward  beyond  the  chil- 
dren in  other  schools  of  the  state  if  I  could,  so  that  I 
might  have  their  advancement  to  show  for  my  work. 
In  fact,  it  seemed  to  me  about  the  only  means  I  had  of 
avoiding  a  false  position.  I  could  not  get  a  large  class, 
and  as  the  smallness  of  my  class  attracted  public  criti- 
cism, the  only  thing  left  for  me  to  do  as  proof  that  if  I 
were  not  rendering  quid  pro  quo  I  was  at  least  not  idle, 
was  to  present  them  in  evidence.  As  I  look  back  upon 
that  small  but  bright  nucleus,  I  can  see  them  rise  to 
their  feet  and  stand  sometimes  for  an  hour,  perhaps,  en- 
gaged in  the  oral  solution  of  a  complex  example;  and 
they  did  it  without  fatigue;  they  liked  it.  Oral  work  of 
this  sort  commended  itself  to  me  because  I  had  dis- 
covered for  myself  that  it  is  necessary  for  thought  and 
speech  to  travel  together,  neither  hesitating  or  halting 
behind  the  other.  After  we  had  gone  over  our  arith- 
metic thoroughly,  elementary  algebra  was  taken  up  and 

128 


UNiyERSlTT—THE  EABT 

studied  with  the  least  possible  assistance  from  pencil  or 
blackboard.  One  of  my  boys  who  was  anxious  to  learn 
Latin,  got  on  far  enough  to  read  Caesar's  Commentaries 
with  me.  Several  of  the  class,  mostly  girls,  preferred 
French.  Before  we  parted  company,  I  remember  that 
their  Fasquelle  had  been  well  and  profitably  used. 
One  of  the  boys  who  had  the  proper  talent  and  so 
studied  for  the  very  love  of  it,  reviewed  his  arithmetic, 
became  easy  in  elementary  algebra,  incidentally  going 
far  enough  into  the  construction  of  a  logarithmic  table 
to  show  that  he  knew  what  he  was  about,  and  learned 
to  apply  the  rudiments  of  trigonometry  to  practical 
surveying.  This  is  a  picture  of  our  two  years  of  pioneer 
work;  but,  alas,  I  had  to  begin  the  next  two  years' 
work  all  over  at  the  bottom  again. 

As  well  as  I  can  remember,  the  class  with  which  1 
started  was  composed  of  Miss  Margaret  Yeates,  no\^ 
Mrs.  Keyser,  and  her  sister.  Miss  Jessie  Yeates,  no\\ 
Mrs.  Hesson,  both  of  Elko;  Frank  Rogers  of  Elko;  Allen 
Pen  rod,  a  miner  from  Island  Mountain  in  Elko  County: 
J.  B.  Gallagher  of  Elko,  who  now  fills  an  important 
place  as  personal  representative  of  the  proprietors  ot 
the  great  copper  mines  of  Montana;  Miss  Sarah  Gillar. 
of  La  Moille  Valley,  Elko  County,  now  Mrs.  F.  F. 
Muller,  residing  at  Los  Angeles;  and  Charles  L.  Rood, 
to  whom  I  have  referred  as  the  builder  of  the  loga- 
rithmic table.  He  holds  a  highly  responsible  office  in 
Salt  Lake  City,  as  manager  of  large  Utah  mining  inter 
ests.  He  commands  an  exceptional  salary  and  enjoys 
a  high  standing  in  the  community.  Whether  I  have 
been  accurate  in  noting  these  as  members  of  the  original 
class,  I  can  not  be  positive,  as  occasionally  one  pupil 
would  drop  out  and  another  would  be  taken  in;  but  the 
Ust  is  substantially  true. 


119 


TRI   DECENNIAL    CELEBRATION 

During  the  last  two  of  my  four  years'  service  at 
the  bead  of  the  preparatory  department  of  the  univer- 
sity, I  yielded  to  pressure  and  enlarged  the  number  of 
my  pupils,  and  had  in  attendance  sometimes  as  high  as 
thirty.  This  necessitated  classification,  and  rendered 
me  unable  to  individualize  the  work  of  teaching  as 
much  as  I  had  done  before,  and  yet,  perhaps,  on  the 
whole,  the  results  of  the  work  common  to  myself  and 
the  5'oung  men  and  women  of  the  department  were 
gratifying.  The  success  that  I  met  with  was  due 
largely  to  the  zeal  and  hearty  co-operation  of  my  pupils 
of  this  period,  among  whom  were  Mr.  J.  D.  Bradley, 
grandson  of  Governor  L.  R.  Bradley,  than  whom  I  be- 
lieve no  one  responds  to  his  vocation  with  more  in- 
tegrity or  better  judgment.  His  wife,  formerly  Miss 
Emma  Donnels,  was  one  of  my  later  pupils.  She  re- 
moved to  San  Francisco,  where  she  stood  a  creditable 
examination  for  admission  to  the  high  school,  from 
which  she  afterwards  graduated  with  credit. 

I  would  like  to  be  able  to  say  something  helpful  to 
the  young  men  and  young  women  who  are  now  under 
your  care,  although  I  fear  that  words  to  them  from  me 
will  be  like  coals  carried  to  Newcastle.  You  and  your 
teachers  are  far  better  able  than  myself  to  give  them 
suggestions  or  advice.  And  yet  if  I  could  be  sure  of 
the  serious  attention  of  only  one  of  the  young  persons 
in  yourcharge,!  would  make  the  venture.  So  few  of  us 
are  willing  to  be  warned.  May  be  it  is,  after  all,  a  law 
of  nature  that  the  great  majority  of  us  must  learn  the 
lessons  of  life  by  individual  experience.  As,  therefore, 
we  ignore  or  reject  the  experience  of  others,  so  those 
coming  into  the  field  after  us  reject  ours.  Up  to  a  cer- 
tain period  the  world  is  all  before  us;  beyond  that  period 
the   world  that  is  behind  us  grows  in   volume   and  in 


130 


UNI^^ERSirr—THE  BABr 

consequence.  You  are  about  to  distribute  diplomas, 
and  I  have  no  doubt  you  will  give  them  to  those  who 
have  earned  them.  And  yet  you,  who  have  taught  so 
long  and  so  successfully,  know  that  the  diploma  of 
itself  means  little;  that  it  is  not  even  conclusive  proof 
of  profitable  training;  that  it  may  or  may  not  be  even 
a  token  of  actual,  successful  study.  The  first  honor 
itself  may  or  may  not  be  what  it  bespeaks.  Is  the  bril- 
liant curriculum  the  rising  or  the  setting  of  the  univer- 
sity's sun?  Does  it  mark  the  beginning  or  the  end  of 
intellectual  usefulness  or  availability?  In  Boston,  nearly 
twenty  years  ago,  Mr.  Thomas  Bailey  Aldrich,  author 
and  poet,  and  then  editor  of  the  Atlantic  Monthly, 
made  a  remark  which  gave  new  life  to  a  fact  with  which 
I  had  already  become  familiar,  I  must  confess,  through 
my  own  personal  experience.  Said  he,  "Perhaps  I 
ought  not  to  talk  with  so  much  freedom  in  the  atmos- 
phere and  under  the  shadow  of  Harvard,  but  it  is  true 
that  graduates  from  this  college  go  out  from  it  every 
year  by  the  hundreds  like  so  many  bullets  out  of  the 
same  mould.  These  young  people,  who  enter  college 
clever,  responsive,  and  adaptable,  come  out  with  their 
natural  angles  obliterated,  elasticity  of  wits  impaired, 
and  individuality  lost  or  shattered."  When  recent  ac- 
quaintances asked  him  who  were  his  college  chums  and 
who  were  of  the  class  in  which  he  graduated,  he  would 
answer  by  giving  the  names  of  Washington  Irving, 
Henry  James,  George  William  Curtis,  Mark  Twain,  and 
others,  numbering  a  score  or  more.  This  was  his  joke, 
for  not  one  of  these  celebrities  was  college  bred.  1 
have  observed  more  than  one  honor  man  disappear 
from  view  or  retire  into  listlessness  and  obscurity  as 
though  the  receipt  of  his  diploma  satisfied  him  and  was 
taken  to  be  the  close  of  his  career.      This  indicates  thai 


»3» 


TRI-DECENNUL    CELEBRATION 

there  may  be  something  radically  wrtjug  in  our  scheme 
of  liberal  education.  Is  not  the  parable  of  the  Barren 
Fig  Tree  in  point  j?  There  is  a  wisdom  that  is  outside 
of  books  and  above  them.  Bacon  said  this  or  .some- 
thing to  this  eflFect.  I  do  not  know  who  it  was  that 
said,  "Too  much  work  and  no  play  makes  Jack  a  dull 
boy."  Out  of  the  little  Greek  that  I  learned,  the  prov- 
erb, "Big  book,  big  trouble,"  is  fresh  in  my  n)eraory. 
The  older  I  get,  the  more  it  suggests  to  me.  The  men 
of  actual  control  in  the  United  States,  the  men  who 
supply  ideas,  are  not  all  men  of  letters.  Books  of  them- 
.selves  are  not  the  only  means  of  education — of  leading 
the  faculties  out  and  up;  but  there  are  books  in  endless 
variety,  and  if  they  are  to  do  good,  they  must  be  se- 
lected so  that  when  taken  down  they  will  be  digested. 
If  the  soil  is  not  suitable,  either  there  will  be  no  fruit 
or  else  poor  fruit.  The  elective  course  has  done  much 
to  obviate  waste  and  barren  or  injurious  study.  Elec- 
tion is  the  thing;  but  to  make  it  sure,  it  must  be  under 
conscientious  and  intelhgent  control.  University  pupils 
sometimes  aspire  to  a  degree  in  a  specialty  without  due 
consideration  of  their  fitness  for  it,  allowing  themselves 
to  run  after  the  mere  ornament  of  distinction.  There 
are  a  few  students  who  have  such  distinct  natural 
tendencies  that,  without  conscious  effort,  they  mark  out 
their  own  course.  Others — the  great  majority — should 
be  studied  and  sounded  by  their  teachers  and  have  a 
healthful  course  mapped  out  for  them.  The  results  to 
be  derived  from  teaching,  I  believe,  depend  more  on  the 
care  and  skill  exercised  in  the  making  of  this  diagnosis 
than  on  any  other  function  of  the  teacher. 

I  have  run  away  from  my  text,  the  history  of  the 
university  in  its  babyhood.  I  have  wandered  into  the 
lecture  field  and  have  become  the  pedagogue  again;  but 


'32 


UNIt^ERSITr—THE  BABT 

1  have  followed  you  in  the  great  work  that  you  have 
done,  and  my  spirit  is  with  you  in  that  which  still  lies 
before  you.  You  have  fought  a  good  fight;  you  took 
the  baby  and  have  made  a  man  of  it.  I,  pioneer  of  the 
university  in  swaddling  clothes,  salute  you!  All  honor 
to  you,  to  staff,  to  alumni,  and  to  undergraduates! 
You  are  engaged  upon  a  future.  I  have  but  a  remi- 
niscence, if  I  am  any  more  than  a  reminiscence  myself. 
If,  therefore,  you  suspect  that  my  homily  might  prove  a 
skeleton  at  your  feast,  withhold  it;  and  if  I  come  to  you 
with  too  serious  a  face,  let  me  epitomize  all  that  I  may 
have  said  in  criticism  by  reference  to  that  old  classical 
joke  of  Mark  Twain.  He  was  a  guest  at  the  commence- 
ment exercises  of  a  great  college  or  university.  When 
the  Latin  orator  ejaculated  "Ignoramus,"  he  says  he 
felt  that  every  eye  in  the  house  was  fixed  upon  him. 
And  yet  he  is  still  ungraduated. 

Very  sincerely  yours, 

D.  R.  Sessions, 


J  33 


Retrospect 

y    By  Sam   Davis 

(Dedicated  to  the  Old  Boys  of  N.  S.  U.  by  the  author.     Music  arranged  as  a  male 
quintet  by  Mrs.  Rose  V.  S.  Berry.) 

There  is  a  corner  in  my  heart 
From  other  memories  held  apart, 
A  sagebrush  lure  that  brings  me  back 
Along  a  worn  and  beaten  track, 

In  dreams  that  come  again. 
A  haunting  music  that  at  times, 
l/ike  murmuring  of  distant  chimes, 
Floats  back  to  me  on  golden  wings 
And  to  my  grateful  spirit  brings 

The  eventide  refrain. 

The  surpliced  seasons  as  they  go, 
Tread  faster  with  the  passing  show, 
And  many  a  well  remembered  scene 
Is  held  by  friendship's  ties  serene, 

That  death  alone  can  sever. 
Hushed  is  the  laughter  and  the  feast, 
The  dancing  and  the  revel  ceased, 
The  music  and  the  songs  that  thrilled 
With  voices  of  the  past  are  stilled, 

Forever  and  forever. 

And  now  we  lift  our  song  of  praise, 

To  those  ambitious  college  days. 

Those  dreamy,  castle-building  hours. 

With  path  of  knowledge  strewn  with  flowers 

To  grow  at  our  commanding. 
And  with  the  music  mounting  higher 
And  memory's  hand  upon  the  lyre. 
We'll  now  a  brimming  bumper  raise 
To  those  dear  old  Nevada  days. 

And  drink  the  bumper  standing. 


134 


Our   President 


By    Professor  Laura  De  Laguna 


TN  rising  to  speak  on  such  a  theme,  I  feel  that  the 
honor  of  being  thus  called  upon  far  outweighs  any 
poor  tribute  I  can  hope  to  lay  before  our  president. 

It  is  not  without  much  perturbation  that  I  realize 
that  next  to  Dr.  Stubbs,  I  am  the  honored  guest  here — 
since  to  me  it  falls  to  propose  the  toast,  Our  President. 
This  toast  is  not  upon  your  programs.  It  is  intended 
as  a  surprise,  I  understand.  But,  indeed,  would  not  its 
omission  at  this  time  be  a  real  cause  for  surprise?  I 
take  it  that  it  was  omitted  because  it  was  too  obviously 
the  toast  for  this  occasion,  and  its  place  in  a  printed 
program  would,  therefore,  have  been  superfluous. 

To  the  American  university,  its  president  is  what 
the  commander-in-chief  is  to  an  army — its  central  in- 
telligence to  whose  determining  influence  the  success 
or  failure  of  the  institution  is  ultimately  due.  Its  pol- 
icy is  his;  the  instruction  that  it  undertakes  has  been 
approved  by  him;  the  distribution  and,  to  a  varying  ex- 
tent, the  securing  of  its  funds  is  the  work  of  his  hand 
and  brain.  Perplexing  questions  arise;  delays  are  often 
fatal.  A  station-agent  in  India  who  never  acted  unless 
under  orders,  once  telegraphed  to  his  chief:  "A  tiger  is 
just  stepping  into  the  oflBce.  What  shall  I  do?"  But 
one  of  the  strongest  attributes  of  our  president  is  to 
meet  without  hesitation,  to  deal  boldly  and  summarily 
with  any  "tiger"  that  enters  his  ofl&ce.     For,  to  perform 

»35 


TRI-DECENNUL    CELEBRATION 

tbe  common  duties  of  bis  position,  the  college  president 
must  have  the  business  sense  and  executive  skill  of  an 
industrial  captain,  the  breadth  of  view  and  length  of 
foresight  that  go  to  the  making  of  a  statesman,  the 
diplomatic  skill  and  charm  of  manner  that  mark  the 
social  leader.  And  besides  all  this,  he  must  personify 
and  exhibit  before  the  young  men  and  women  of  his 
university  that  practical  idealism  which  is  the  spirit 
and  the  end  of  our  higher  education. 

To  my  mind,  it  is  one  of  the  striking  evidences  of 
the  general  high  standard  of  American  manhood  that 
men  of  this  description  have  been  found  to  take  charge 
of  our  universities,  great  and  small.  For  it  is  not  alone 
the  older,  larger,  and  more  famous  universities — such 
as  Yale,  Har\^ard,  Columbia — that  have  enjoyed  the 
benefits  of  such  oversight  and  guidance.  At  times,  a 
smaller  institution  has  been  governed  by  an  executive 
who  has  accomplished  a  life-work  less  far-famed,  it  may 
be,  than  that  of  a  President  Eliot,  but  no  less  thoroughly 
sound,  and  noble,  and  enduring.  Such  a  work  has  been 
that  of  our  honored  president. 

We  are  justly  proud  of  our  university  for  its  good- 
fellowship,  its  earnestness,  its  loyalty,  and  its  work  ac- 
complished. Not  that  we  are  blind  to  our  limitations. 
But  our  confidence  in  our  leader  fills  us  with  that  un- 
faltering courage  that  is,  in  its  very  essence,  success. 
The  alumni,  students,  and  faculty  make  up  a  good  part 
of  a  university,  but  the  president's  methods  of  adminis- 
tration can  counteract,  or  can  set  the  seal  of  eflSciency 
upon  all  these  factors.  Unity  of  aim  and  harmony  of 
execution,  so  vital  in  the  furthering  of  any  project. 
have  never  been  disregarded  by  our  president. 

Little  Willie  cried  out  in  school  one  day:  "Teacher. 
Johnny's  making  o's  instead  of  a's!"      "Why,  how   do 

136 


OUR   PRESIDENT 

you  know?  You  can't  see  his  slate."  "No,  but  I  can 
tell  by  the  faces  he  makes."  For  ten  years  out  of  the 
thirty  of  this  university's  existence,  Dr.  Stubbs  has 
been  its  loyal  head,  and  so  entirely  has  he  been  a  part 
of  its  very  life  that  to  know  what  it  was  accomplishing, 
you  had  but  to  look  at  him. 

We  are  proud  of  Dr.  Stubbs,  and  proud  of  the  soil 
that  has  produced  him  and  many  an  other  illustrious 
college  president — although  not  one  who  in  the  hearts 
and  minds  of  those  who  know  how  our  president  has 
spent  his  life-force  in  the  upbuilding  of  this  university, 
could  fill  the  place  he  has  occupied. 

If  I  were  a  man,  I  would  propose  Three  Cheers,  and 
would  start  it  myself.  Etiquette  forbids,  and  I  must 
leave  something  for  the  gentlemen  of  the  faculty,  who 
feeling,  no  doubt,  that  they  could  not  do  this  toast 
justice — and  who  of  us  could! — like  their  Father  Adam 
before  them,  take  refuge  behind  a  woman. 

Ladies  and  gentlemen,  "An  American  gentleman 
is  the  noblest  work  of  God."  I  give  you  a  typical 
American — President  Stubbs! 


»37 


The  University — the  Man  That  is  to  Be 

By  President  Joseph  Edward  Stubbs 


TDEFORE  speaking  on  tbe  subject,  "The  University — 
the  Man  That  is  to  Be,"  I  must  beg  your  indul- 
gence while  I  say  in  response  to  the  very  cordial  words 
of  Professor  De  Laguna  that  I  am  deeply  sensible  of 
her  tribute  of  respect  and  appreciation.  It  is  such 
words  as  she  has  spoken  that  quicken  the  tenderest  and 
deepest  feelings  of  gratitude.  Every  man  loves  once  in 
awhile  to  hear  a  word  of  commendation.  But,  in  the 
presence  of  these  children  of  the  university  and  their 
friends,  I  wish  to  say  to  my  colleagues  on  the  faculty 
that  whatever  of  good  results  we  have  accomplished 
during  the  ten  years  just  past  is  due  to  their  steadfast 
co-operation  and  support. 

The  University — the  Man  That  is  to  Be.  The  sub- 
ject partakes  of  the  nature  of  a  prophecy — an  outlook 
over  the  ten  years  that  lie  just  ahead  of  us  from  the 
viewpoint  of  today.  But  we  can  only  predict  the  life 
of  the  university  in  the  future  by  taking  brief  note  of 
its  development  in  the  past.  For  thirty  years  the 
history  of  our  university  records  slow  but  steady  growth 
in  breadth,  depth,  and  height.  The  campus  has  been 
enlarged  by  the  purchase  and  lease  of  valuable  land  and 
by  the  gift  of  the  citizens  of  Washoe  County  to  the  agri- 
cultural experiment  station  of  sixty  acres,  with  a  per- 
petual water  right  of  ninety  inches.  The  buildings  which 
have  been  erected  during  this  period  are  standing  evi- 

i.?8 


UNIf^ERSITT—THE  MAN 

dences  of  the  good  will  of  the  members  of  the  several 
legislatures  from  1895  to  1903.  Within  that  time,  not- 
withstanding the  pressure  of  inadequate  resources,  the 
several  legislatures  appropriated  money  sufficient  to 
erect  Lincoln  Hall  and  Manzanita  Hall;  the  mechanical 
building;  the  stone  chemical  building;  the  brick  hos- 
pital; and  to  rebuild  the  former  station  building,  des- 
troyed by  fire.  The  gymnasium  was  erected  through 
the  initiative  of  the  faculty  and  by  the  aid  of  sub- 
scriptions from  citizens  of  the  state,  the  legislature 
giving  two  thousand  dollars  toward  its  completion  and 
furnishing.  These  are  evidences  of  the  material  growth 
of  the  university.  The  intellectual  and  scholarly  de- 
velopment has  kept  pace  with  the  growth  in  equip- 
ment and  facilities.  The  members  of  the  faculty  have 
kept  steadily  in  mind  the  progress  of  educational  life 
and  thought  and,  so  far  as  the  conditions  of  the  state 
would  permit,  have  wrought  out  in  our  university  the 
best  spirit  and  the  best  life  of  established  universities 
in  older  communities. 

So  much  for  the  growth  of  the  university  to  the 
present  hour.  What  of  tomorrow?  The  growth  of  the 
state  in  population  has  been  backward  instead  of  for- 
ward. The  census  of  1900  gave  a  smaller  population 
than  that  of  1890.  Since  1900,  however,  a  great  change 
has  taken  place.  We  now  look  with  full  assurance  to 
a  rapid  increase  in  the  population  of  Nevada  and  the 
advance  of  her  permanent  industries.  The  discovery 
of  rich  mines  is  attracting  numbers  of  people;  and  the 
mining  camp  will  soon  be  transformed  into  the  active 
and  enterprising  town  and  city.  In  the  eastern  part 
of  the  state,  a  new  railroad  is  opening  up  a  rich  section, 
hitherto  almost  inaccessible.  The  irrigation  of  the 
western  part  of  the  state  by   the   national  government 


139 


TRI-DECENNUL    CELEBRyl'I'lON 

will  in  time  transform  the  desert  place  into  a  scene  of 
prosperity  and  beauty,  and  means  an  addition  to  the 
j)opulation  of  the  state  of  from  ten  to  thirty  thousand 
people.  If  this  irrigation  enterprise  shall  be  extended 
along  the  Humboldt  River,  we  may  confidently  expect 
one  hundred  thousand  people  in  Nevada,  with  a  tax- 
able valuation  far  in  excess  of  the  present  meager 
thirty  millions  of  dollars.  This  means  much  to  the  uni- 
versity in  the  future  both  in  growth  and  in  usefulness, 
for  it  will  enable  it  to  reach  the  population  of  miners, 
ranchers,  and  stockmen  by  means  of  its  schools  of  engi- 
neering and  agriculture,  and  to  promote  the  welfare  of 
the  commonwealth  by  scientific  and  practical  education 
along  these  lines. 

So  much  for  the  prospective  growth  of  our  state 
and  institution.  There  are  many  important  changes  and 
improvements  in  the  nearer  future.  The  time  has  come 
when,  in  the  judgment  of  many  friends  of  the  university, 
the  board  of  regents  should  be  increased  in  number 
and  provision  should  be  made  in  the  law  for  the  elec- 
tion by  the  people  of  one  or  two  alumni  of  the  univer- 
sity and  of  the  normal  school.  The  alumni  of  both 
schools  now  form  a  goodly  band  of  men  and  women  in 
active  life.  Naturally,  the  university  would  gain,  and 
the  students  would  gain  by  having  a  representative 
from  their  own  number  on  the  board;  and  it  is  gratify- 
ing to  say  to  the  alumni  that  the  board  of  regents  has 
adopted  a  recommendation,  which  will  be  sent  to  the 
legislature,  approving  the  change  of  enlarging  the 
board  so  as  to  include  one  or  two  of  j-our  number. 

Again,  the  faculty  has  felt  that  sufficient  ad- 
vantages have  not  been  given  to  its  members  for  study 
and  research  in  contact  with  the  best  thought  and  life 
t)f  the  day.     Our  university  is  somewhat  isolated.     The 


140 


UNiyERSITT—THE  MAN 

members  of  the  faculty  are  to  a  considerable  degree 
shut  in  from  the  broad  currents  of  thought  in  their 
several  subjects.  Heretofore  the  regents  have  found  it 
impossible  to  make  provision  for  the  absence  of  members 
of  the  faculty  at  stated  times  for  such  a  purpose.  But 
they  have  now  adopted  the  rule  of  the  older  college.s 
and  will  grant  to  the  members  of  the  faculty  one  year 
in  seven,  which  they  may  devote  to  the  pursuance  of 
study  in  the  particular  line  which  they  teach.  Up  to 
the  present  time  the  regents  have  been  unable,  through 
lack  of  means,  to  grant  a  seventh  year  leave.  They 
authorize  me  to  say  tonight  that  so  far  as  leave  can  be 
given  without  prejudice  to  the  work  of  the  university, 
they  will  grant  it,  and  will  continue  to  pay  during  ab- 
sence one-half  of  the  regular  salary.  In  cases  of  long 
service  or  extremely  low  compensation,  the  allowance 
will  be  increased  to  two-thirds.  We,  as  teachers,  know 
that  the  thought  and  work  of  the  age  makes  rapid 
advancement,  and  we  need  at  least  one  year  in  seven, 
free  from  the  cares  of  teaching,  to  give  ourselves  to  self- 
improvement,  to  exact  scholarship,  and  to  the  inspi- 
ration that  comes  through  association  with  leading  insti- 
tutions and  men. 

The  University — the  Man  That  is  to  Be.  Atten- 
tion is  called  by  our  subject  to  the  fact  that  the  pa.«it 
thirty  years  has  been  the  infancy  and  boyhood  of  our 
university.  Now  it  is  to  claim  recognition  as  a  fully 
matured  man.  This  means  that  our  university  ha.s 
arrived  at  man's  responsibility  to  our  commonwealth  — 
that  it  has  put  away  childish  things.  The  education 
that  it  gives,  the  intellectual  life  that  it  inspires,  the 
spiritual  life  that  it  stimulates,  the  social  and  athletic 
life  that  it  develops,  should  be  according  to  the  best 
standard  of  university  and  college  life  as  found  through- 


H' 


TRI-DECENNIAL   CELEBRATION 

out  the  country.  No  university  stands  alone,  no  college 
does  its  work  regardless  of  other  colleges.  No  matter 
what  language  we  speak,  the  language  of  the  univer- 
sity represents  one  aim  and  one  spirit.  So,  in  accept- 
ing the  responsibilities  of  fully  matured  manhood,  we 
realize  that  the  university  in  the  more  isolated  section 
of  the  United  States  is  bound  to  every  other  university 
by  the  tie  of  educational  brotherhood  and  must  keep 
pace  with  educational  progress  everywhere.  Man- 
hood means  that  to  the  limit  of  our  powers  we  shall 
give  the  best  possible  education  to  the  young  people  of 
Nevada  under  the  best  possible  influences.  There  is 
no  greater  work.  Our  reward  is  in  the  certain  tenure 
of  our  position,  the  independence  of  our  investigations 
of  facts  and  truth,  and  our  freedom  from  all  personal 
and  political  interference,  provided  we  are  faithful  to 
the  university  ideal. 

Our  matured  manhood  calls  us  to  give  to  the  state, 
which  is  eager  to  have  its  young  people  educated, 
abundant  evidence  of  the  masterfulness  of  our  calling. 
Remember  that,  as  men,  we  are  to  fully  prove  our  man- 
hood by  giving  evidence  of  our  wisdom  in  directing 
young  men  and  young  women  along  their  several  paths; 
of  our  scholarship,  so  that  the  teaching  of  the  class- 
room shall  be  accurate  and  in  accordance  with  the  best 
thought  of  the  times;  and  of  our  intellectual  life,  show- 
ing keenness  and  vigor  in  the  search  after  truth.  It 
calls  us  to  hold  steadfastly  to  that  which  is  good  and  to 
be  ever  sensitive  to  the  highest  moral  standard  for  our- 
selves and  our  students,  reaching  out  beyond  mere  in- 
tellectual accomplishment  to  the  spiritual  life,  which 
transcends  all  others  and  which  cannot  be  compressed 
into  definition  or  paragraph.  It  calls  us  to  remember 
that  it  is  the  whole  character  of  the  men  in  the  class- 


142 


UNiyERSITT—THE  MAN 

room  and  out  which  impresses  students  most  vitally. 
The  man  that  is  to  be!  Tomorrow,  the  next  year,  the 
next  ten  years!  Our  university!  As  the  child  is 
father  to  the  man,  so  must  its  future  be  determined  by 
its  past.  May  it  now  put  on  the  whole  armor  of  its 
faith.  May  it  begin  the  new  decade  without  fear  and 
without  apology.  And  when,  ten  years  from  tonight, 
other  lips  shall  speak  of  its  progress,  may  they  tell  of  a 
university  which  has  given  full  proof  of  a  vigorous  man- 
hood, fulfilling  the  promise  of  its  infancy  and  pressing 
forward  toward  an  old  age  of  increased  usefulness  and 
honor. 


To  N.  S.  U. 


By   Robert  Whitaker 

What  wondrous  wealth  is  thine; 
Thou  art  the  richest  mine 

Thy  vState  e'er  knew, 
Where  all  who  will  may  gain, 
Nor  yet  exhaust  thy  vein, 
And  none  of  loss  complain, 

Free  N.  S.  U. 


OCTOBUR,    1902 


H3 


A  Song  to  N.  S.  U. 


By    Miss   Elizabeth   S.    Stubbs 

Class  of  1S99 

(air,  "Mandalay") 

In  our  mountain-circled  valley,  where  the  silver  Truckee  flows 
And  our  'Varsity  stands  proudly  'neath  the  shadow  of  Mt.  Rose, 
In  the  land  of  the  Sierras,  where  the  western  breeze  blows  free, 
It  is  there  we  lift  our  voices,  N.  S.  U.,  in  song  to  thee. 

Where  the  Indian  war-whoop  shrill 

Echoed  sharp  from  hill  to  hill. 
Now  the  student  voices  mingle  in  the  dear,  old  college  cheer. 

Where  the  silver  Truckee  flows 

And  the  air  of  freedom  blows. 
There  to  thee  we  lift  our  voices,  N.  S.  U.,  forever  dear. 

When,  before  the  breeze,  Old  Glory  flings  the  white  and  crimson 

bars. 
There  the  color  of  our  college  gleams,  a  setting  for  the  stars; 
Sons  and  daughters  of  Nevada  wear  the  patriot's  royal  blue. 
True  to  state  and  true  to  nation,  loyal  to  the  N.  S.  U. 

When  the  autumn  days  appear, 

The  great  football  season's  here; 
Then  our  team  goes  out  to  battle  and  win  victories  anew, 

.\nd  the  Rah!  Rah!  Rah!  rings  out. 

A  great  royal,  loyal  shout. 
While  the  deep-arched  sky  above  us  spreads  aloft  the  royal  blue. 

When  the  year  of  work  and  pleasure  has  slipped  rapidly  away. 
And  the  students  bid  farewell  to  each  delightful  college  day. 
Seniors,  Juniors,  Sophomores,  Freshmen,  bound  by  college  spirit 

true, 
Gather  in  the  Gym  to  sing  a  parting  song  to  N.  S.  U. 

When  Commencement  time  draws  near. 

The  Alumni  gather  here 
To  recall  their  years  together  and  the  old-time  loves  renew. 

Where  the  silver  Truckee  flows, 

And  the  air  of  freedom  blows. 
There  we  lift  our  hearts  and  voices  in  a  song  to  N.  S.  U. 


September,  1901. 


144 


Commencement   Exercises 


Owing  to  the  fatal  illness  of  his  wife,  Honorable  J. 
W.  Springer  of  Denver,  former  president  of  the  Na- 
tional Live  Stock  Association,  who  had  been  invited  to 
deliver  the  Annual  Commencement  Address,  was  un- 
able to  be  present.  His  place  was  ably  filled  by  Pro- 
fessor Carl  C.  Plehn  of  the  University  of  California. 


H5 


Program 

PRESIDENT  STUBBS,  Presiding 


Music,  prelude,  9:30  to  10  o'clock Cadet  Band 

Chorus,  "Union  and  Liberty" 

Annual  Commencement  Address 

Professor  Carl  C.  Plehn,  Dean  of  the  College  of  Com- 
merce of  the  University  of  California 

Solo,  "When  You  are  Here" Mr.  Lester  Merrill 

Bestowal  of  Scholarships Regent  W.  W.  Booher 

(a)  "Last  Night"  \ Reno  Ladies'  Quartet 

(b)  "The  Old  Oaken  Bucket"  / 

Miss  Thyes,  Miss  Wheeler,  Miss  Blume,  Mrs.  Case 

Granting  of  Diplomas 

Chorus,  "A  Health  to  All" 

Announcements 

Solo,  "University  Hymn" Miss  Hepburn  Michael 

Repeated  by  request 
"America" Audience 


146 


Annual    Commencement   Address 

Education  for  Commerce  as  a  Profession 


By  Professor  Carl  C.  Plehn 

Dean  of  the  College  of  Commerce  of  the  University  of  California 


"pDUCATION  is  primarily  the  means  of  passing  on  to 
each  succeeding  generation  the  wisdom  which  is 
the  result  of  the  experience  of  previous  generations. 
By  this  means  the  passing  generation  puts  its  stamp  on 
its  successor,  moulding  it,  in  the  plastic  age  of  youth,  to 
such  form  as  most  nearly  corresponds  to  the  old.  Edu- 
cation is,  therefore,  a  conserving  force,  and  the  tendency 
of  the  best  schools  and  of  the  best  teachers  is  to  cling  to 
the  past.  Were  it  not  for  the  constant  changes  and 
development  in  our  social  and  economic  environment 
and  the  imperative  demands  which  the  young  people 
of  each  generation  make  for  that  training  which  will 
enable  them  to  meet  the  new  conditions  under  which 
they  must  live,  education  would  crystallize  into  a  hard 
unyielding  system  like  that,  for  example,  of  China. 
This  conservatism,  however,  this  tendency  to  hold  on 
hard  to  what  is  good  in  the  past,  is  a  most  valuable 
characteristic  in  any  educational  system;  it  gives  us  the 
experience  of  hundreds  of  generations  to  draw  upon. 
But  such  conservatism  is  in  no  sense  inconsistent  with 
progress  and  with  a  liberal  willingness  and  readiness  to 
learn  from  the  experience  of  the  present. 

Our    American    system  of  education    is  plastic,   in 


'47 


TRI-DECENNUL    CELEBRATION 

some  respects  too  plastic,  for  we  are  constantly  trying 
experiments  which  fail  and  making  changes  which 
have  to  be  undone.  Changes  sometimes  sweep  over 
our  educational  system  slowly  like  the  rising  of  the 
tide,  sometimes  they  come  with  a  rush  like  a  tidal  wave. 
But  unlike  the  tide  there  is  really  no  ebb  in  the  flow. 
The  smaller  waves  may  dance  up  and  down,  the  spray 
which  blows  from  the  crest  of  the  waves  may  fall  back 
with  a  splash,  and  the  bubbles  in  the  froth  and  foam 
may  burst  and  reveal  their  emptiness,  but  a  new  and 
permanent  level  is  usually  attained.  I  am  constrained 
to  speak  to  you  today  of  a  great  tidal  movement  in  our 
educational  system  which  began  some  fifty  years  ago 
and  has  recently  culminated  in  a  tidal  wave  of  progress. 
This  wave  carries  on  its  surface  at  present  much  debris, 
much  froth  and  foam,  but  has  good  deep  blue  water 
below. 

We  will,  with  your  kind  permission,  confine  our 
attention  to  what  is  called  college  education,  for  al- 
though I  may  later  address  a  few  remarks  to  a  phase  of 
secondary  education  closely  allied  to  my  subject,  it  is 
mainly  with  education  of  the  grade  of  that  given  in  our 
state  universities  that  we  are  concerned. 

Fifty  years  ago  our  college  course  still  retained  for 
the  most  part  that  form  into  which  it  had  crystallized 
several  hundred  years  before.  It  offered  a  fixed  cur- 
riculum composed  mainly  of  Latin  and  Greek,  mathe- 
matics, logic  and  philosophy,  which  were  accepted 
quite  generally  as  the  proper  mental  endowments  of 
cultivated  men.  These  subjects  were  taught  in  the 
traditional  manner,  which  had  certain  distinct  advan- 
tages, for  the  pupil  was  compelled  to  acquire  at  least  a 
modicum  of  knowledge.  The  standards  by  which  attain- 
ments were  measured  were  as  rigid  as  a  carpenter's  steel 

148 


EDUCATION  FOR   COMMERCE 

square.     The  same  conditions   prevail  very  largely  in 
England  today.     The  result  was  a  sort  of  aristocracy  of 
educated  men.     As  in  China  the  official  class  consists  of 
those  who  have  passed  certain  grades  in  their  classical 
examinations,  so  our  cultivated  men  received  a  certain 
recognition  for  the  possession  of  attainments,  which,  if 
not  useful,  were  decidedly  distinguished.     That  spirit 
is  not  all  gone  yet.     In   my  own   college   days  at  old 
Brown,  only  fifteen  years  ago,  those  of  us  who  followed 
the  traditional  classical  course  looked  with  open  disdain 
upon    those    less    fortunate,    less   gifted,    or    misguided 
individuals,    for    so    we    conceived    them   to    be,    who 
followed  the  scientific  course   with  some  Latin  but  no 
Greek,  which  had  been  opened  as  a  timid  concession  to 
the  demands  of  the  time  by  the  college  authorities,  who 
themselves  had  no  faith   in   the    result.     Such   courses 
were  "snap  courses"    not    worthy   of  the   attention   of 
serious  minded  men,  in  the  opinion  of  that  aristocracy 
of  Greek  students  who  gave  tone  to  the  student  body 
and  moulded  its  thinking.     Such   was  the  attitude  to- 
ward a  course    of   study    which    involved    in    place    of 
Greek  and  philosophy,  chemistry,  physics,  and  modern 
languages.     That  purely  technical  studies  like  mechan- 
ical or  civil  engineering  would  ever  entitle  a  man  to  a 
place  of  honor  among  the  learned  professions   was   at 
that  time  unthought,   and   had    it   been    hinted    would 
have  been  greeted  as  a  heresy  too  inane  to  be  seriously 
discussed.     Yet  in  the  short  space  of  time   which   has 
elapsed  since  then,  such  courses  have  not  only  estab- 
lished their  utility  but  have  won  a  general  recognition 
for  dignity,  and  the  fortunate  possessor  of  such  training 
is  regarded  as  quite  as  distinguished  as  he  whose  head 
is  full  of  Greek  or  even  the  more  difficult  Sanscrit. 

The  added  dignity  and  the  new  respect  which  has 


149 


TRI-DECENNIAL   CELEBRATION 

come  to  these  courses  arises,  I  think,  from  the  fact  that 
they  now  lead  to  professions.  But  what  is  a  profession? 
Why  do  we  instinctively  honor  a  man  who  has,  and  who 
is  true  to,  a  profession?  A  profession  is  a  career  which 
is  followed  largely  for  its  own  sake  by  one  who  has  the 
knowledge  and  training  requisite  to  constitute  him  an 
expert.  "Professional"  when  used  in  this  connection 
means  almost  the  opposite  of  what  we  mean  when  we 
speak  of  "professional"  athletes.  The  latter,  although 
often  experts,  pursue  athletics  not  for  the  love  of  the 
exerci.se  and  the  sport  so  much  as  for  the  profit  they 
can  get  from  their  expertness  and  its  exhibition.  The 
typical  man  of  the  so-called  learned  professions,  how- 
ever, pursues  his  career  with  an  eye  single  to  the  work 
he  is  doing.  He  gets  his  reward  mainly  in  the  accom- 
plishment of  the  task  he  has  set  before  him;  hisjoy  is  in 
doing,  in  becoming  daily  more  an  expert,  in  solving  the 
problems  which  fall  to  him,  in  advancing,  be  it  by  ever 
.so  small  a  step,  the  conquest  which  knowledge  is  mak- 
ing in  the  field  of  human  interest  to  which  he  is  de- 
voting a  life.  It  is  a  happy  privilege  to  give  unstinted 
service  to  an  undying  profession  in  whose  permanent 
and  enlarging  serviceableness  one  ardently  believes. 

If  fame  and  financial  reward  come  to  him  as  well, 
they  come  not  because  primarily  sought,  but  because 
the  world  inevitably  yields  honor  to  good  work,  and  re- 
wards those  who  render  good  service.  He  need  in  no 
sense  despise  them.  But  the  real  reward  of  the  true 
professional  man  is  like  the  joy  of  Archimedes  when  he 
rushed  naked  from  his  bath  through  the  streets  of  the 
city  crying,  "Eureka!  Eureka!" — "I  have  found  it!  I 
have  found  it!" — because  he  had  that  moment  solved  the 
problem  of  how  to  ascertain  whether  the  king's  crown 
was  of  pure   gold   without  destroying  the  crown.     We 


150 


EDUCATION  FOR   COMMERCE 

respect  and  admire  that  doctor  who  freely  expends  his 
life  and  his  energy  in  fighting  disease  wherever  found 
for  poor  and  rich  alike,  and  instinctively  mistrust  the 
medical  practitioner  who  holds  out  his  hand  for  his  fee 
before  he  looks  at  the  sick  man's  tongue.  At  a  recent 
convention  of  the  doctors  of  the  Pacific  Coast,  two 
whole  days  were  spent  in  the  most  earnest  discussion 
of  sanitary  measures  for  preventing  disease  in  cities. 
A  Jewish  merchant,  who  was  an  interested  auditor  to 
the  proceedings,  listened  with  growing  amazement  and 
finally  broke  out  with:  "But,  gentlemen,  what  you  think? 
What  you  do?  You  will  destroy  your  business  alto- 
gether." The  Philistine  who  centers  his  attention 
solely  on  the  mere  financial  reward  cannot  enter  into 
the  feelings  of  the  professional. 

Fifty  years  ago  the  professional  spirit  was  practi- 
cally confined  to  the  so-called  learned  professions,  those 
of  law,  medicine,  and  theology.  At  that  time  the  prep- 
aration for  such  a  professional  career  was  usually 
attained  in  the  office  of  some  lawyer  or  doctor,  or  in  the 
study  of  some  minister.  There  were  schools  of  theology, 
of  law,  and  of  medicine,  but  they,  for  the  most  part, 
taught  the  same  things  that  could  have  been  learned  in 
the  oflice  or  the  study  by  the  old  method.  But.  these 
professional  schools  took  on  an  entirely  new  character 
when,  about  the  middle  of  that  century,  they  dis- 
covered a  better  method  of  training  in  these  technical 
subjects.  In  his  inaugural  address,  as  president  of  Vale 
University,  President  Hadley  is  reported  to  have  said 
of  this  change:  "It  was  seen  that  a  professional  school 
did  its  best  work  when  it  taught  principles  rather  than 
practice.  Instead  of  cramming  the  students  with  de- 
tails which  they  would  otherwise  learn  afterward,  it 
was   found   much   better   to    train    them  in  methods  of 


'5 


TRI-DECENNIAL   CELEBRATION 

reasoning  which  otherwise  they  would  not  learn  at  all." 
This  remark  of  President  Hadley  bore  directly  upon 
the  old  professional  schools  and  was  used  by  him  to  ex- 
plain the  advantages  of  connecting  these  schools  with 
the  university.  It  applies,  however,  to  all  technical 
schools  and  courses  of  study  in  the  universities  of  a 
technical  character  which  have  been  introduced  since 
the  middle  of  the  last  century,  and  to  my  mind  indicates 
the  only  route  by  which  success  can  be  attained  in  uni- 
versity courses  along  technical  lines.  I  repeat,  Pro- 
fessional schools  must  teach  principles  rather  than 
practice. 

Following  the  advent  of  the  reconstructed  schools 
for  training  members  of  the  three  old  professions,  the 
next  to  enter  the  sphere  of  college  influence  were. the 
engineering  schools.  At  first  they  were  practical 
schools  so-called,  which  did  not  develop  a  truly  pro- 
fessional spirit  until  they,  in  turn,  began  to  teach  prin- 
ciples rather  than  practice.  By  so  doing  they  became 
in  a  far  truer  sense  practical,  for  principles  grow  out  of 
practice  and  govern  it. 

The  opening  of  the  nineteenth  century  was  marked 
by  a  series  of  marvelous  inventions,  notable  in  the  tex- 
tile industries  and  in  the  production  of  iron  implements 
and  machinery.  The  steam  engine  became  a  potent 
force  in  the  economic  life  of  man.  The  distinctive 
characteristic  of  the  whole  century  was  production,  the 
mastering  of  nature  and  nature's  forces  to  yield  man  a 
better  living.  It  was  this  unceasing  effort  to  increase 
the  productive  power  of  man  which  led  to  the  estab- 
lishment of  special  schools  for  manual  training,  mechan- 
ical arts,  engineering,  mining,  and  agriculture.  At  first 
these  schools  followed,  as  did  the  earlier  professional 
schools,  the  old  methods  of  the  shop,  where  boys  had 

152 


EDUCATION  FOR    COMMERCE 

previously  acquired  that  training.  So  long  as  they  re- 
mained in  this  condition,  they  were  of  little  signifi- 
cance, had  small  dignity,  and  led  to  no  professions. 
But  they  have  won  recognition  and  respect,  and  the)' 
have  done  so  almost  in  direct  proportion  as  they 
followed  the  development  of  the  older  schools  and 
taught  principles  rather  than  practice.  At  the  same 
time  they  shed  their  envelope  of  Philistinism  and 
blossomed  into  true  professional  schools. 

The  year  1898  marked  the  beginning  of  the  last 
stage  in  the  development  to  whose  history  I  have  possi- 
bly devoted  too  much  of  your  time.  In  that  year 
several  important  universities  introduced  special  courses 
in  commerce.  These  came  almost  at  one  time  and  from 
different  immediate  impulses.  It  is  rather  remarkable 
that  within  so  short  a  space  of  time  and  without  con- 
scious conference  one  with  another  or  imitation  of  one 
another,  the  University  of  California,  Columbia  Uni- 
versity, the  University  of  Chicago,  the  University  of 
Wisconsin,  and  the  University  of  Michigan  should  have 
established  special  schools  or  courses  in  commerce,  and 
that  the  University  of  Pennsylvania  should  have  turned 
its  Wharton  School  of  Finance,  originally  founded  t(j 
teach  the  eternal  justice  of  a  protective  tariflf,  into  a 
similar  school.  This  shows  that  a  wide  felt  need  was 
apparent  and  was  met.  It  was  met  the  more  readily  in 
that  these  larger  institutions  of  learning  were  already 
well  equipped  to  teach,  in  a  thorough  and  practical 
manner,  most  of  the  subjects  required  for  such  schot)ls. 

Higher  commercial  education  is  still  so  recent  an 
addition  to  our  professional  schools  that  the  questions 
as  to  its  necessity  and  its  scope  are  still  open  and  vigor- 
ously discussed.  Their  answer  requires  careful  reflec- 
tion.    The  Technical   Education   Board  of  the   Uondoii 


'53 


TRI-DECENNUL  CELEBRATION 

County  Council  recently  appointed  a  committee  which 
rendered  an  important  report  on  this  subject.  The  com- 
mittee divided  the  classes  engaged  in  commercial  pur- 
suits into  three  groups,  performing  very  different  duties 
and  consequently  requiring  very  different  kinds  of  ed- 
ucational facilities.  These  are:  (i)  the  general  class  of 
oflBce  boys,  junior  clerks,  shorthand  clerks,  copyists, 
and  bookkeepers,  who  are  engaged  in  occupations  that 
are  largely  mechanical;  (2)  employees  in  more  respon- 
sible positions,  correspondence  clerks,  managers  of  de- 
partments, agents,  dealers,  and  travelers;  (3)  the  great 
employers  of  industry  and  heads  of  large  firms  and 
business  houses.  To  the  third  class  I  should  be  inclined 
to  add  the  specialists  employed  by  governments,  mem- 
bers of  the  consular  service,  and  the  like. 

It  is  probable  that  our  better  business  or  commer- 
cial schools  fill  the  demands  set  by  the  first  two  of  these 
classes.  They  have  by  long  experience  adapted  them- 
selves to  the  needs  of  the  business  world  in  this  direc- 
tion. It  is,  perhaps,  a  pity  that  they  are  still  for  the 
most  part  private  institutions,  run  as  money  making 
concerns,  with  no  standards  uniformly  followed,  with 
too  marked  a  tendency  to  favor  short  cuts  as  against 
thoroughness  of  training,  too  great  a  willingness  to  oflFer 
partial  courses  for  the  fees  that  can  be  had,  and  with  no 
professional  spirit.  The  beginning  of  commercial 
courses  in  the  public  high  schools  is  a  move  in  the  right 
direction,  and  I  hope  to  see  more  systematic  and  con- 
sequently more  efi'ective  courses  the  result.  Whether 
these  courses  will  ever  constitute  a  suitable  preparation 
for  the  pursuit  of  higher  commercial  education  is 
another  puzzling  question.  It  may  be  desirable  that  a 
business  man  even  in  the  highest  rank  should  know 
how  to  run   his  own  typewriter,   keep  his  own  books. 


•54 


EDUCATION  FOR    COMMERCE 

copy  his  own  letters,  and  file  away  his  papers  under 
the  elaborate  system  now  in  use,  but  I  doubt  it.  It  is, 
however,  the  fact  that  many  a  young  man  whoee  train- 
ing and  ability  fit  him  for  better  and  higher  work, 
gets  his  first  introduction  to  business,  gets  his  foot  on 
the  lowest  round  of  the  ladder,  by  means  of  stenography 
or  bookkeeping.  Witness  the  career  of  Secretary  Cor- 
telyou.  But  a  man  cannot  learn  everything  in  the 
short  period  of  youth.  If  you  demand  that  every 
college  graduate  should  know  something  of  everything 
and  everything  of  something,  if  you  demand  that  every 
graduate  of  the  college  of  commerce  should  have  the 
fullest  recognized  training  for  his  life  even  in  a  special 
branch  of  business,  the  time  required  for  this  course 
must  lengthen  to  ten  or  even  fifteen  years.  This  would 
make  such  education  a  luxury  within  the  reach  of  none 
but  the  rich  and  fill  our  responsible  positions  with  gray 
beards  and  bald  heads  where  the  energy,  the  fire,  and 
the  enthusiasm  of  youth  are  wanted. 

There  are  many  things  purely  preparatory  to  the 
higher  courses  in  commerce  which  the  business  school 
cannot  teach,  and  bookkeeping  and  stenography  do  not 
fit  boys  to  attack  many  of  the  courses  of  study  essential 
in  the  university  course  in  commerce.  A  boy  who  has 
no  knowledge  of  calculus,  floundering  about  in  a  course 
in  statistics  or  trying  to  solve  a  problem  in  insurance 
such  as  daily  confronts  an  actuary,  reminds  one  forcibly 
of  a  fly  in  a  pot  of  molasses. 

Last  year  on  this  very  platform  my  colleague.  Pro- 
fessor A.  C.  Miller,  made  a  very  powerful  defense  of 
those  universities  which  have  entered  upon  the  work  of 
higher  commercial  education.  He  showed  how  this 
had  been  done  in  response  to  the  real  demands  of  the 
community  arising  from  the  growth  of  a  new  industrial 


'55 


TRI-DECENNIAL   CELEBRATION 

order.  I  am  thus  spared  the  necessity  of  Roing  over 
that  ground.  If  the  chief  characteristic  of  the  nine- 
teeiitli  century  was  the  vigor  with  which  the  prf)ductive 
agencies  were  developed,  that  of  the  present  is  indus- 
trial organization.  The  consequence  is  that  business 
has  become  an  intellectual  pursuit.  Among  the  most 
"academic"  men  we  meet  are  the  great  business  men 
who  have  made  successes.  Mr.  Carnegie,  himself,  if  we 
may  judge  him  by  his  writings,  is  of  this  type  in  spite 
of  his  criticism  of  the  value  of  a  college  education.  Mr. 
Arthur  Balfour,  First  Lord  of  the  British  Treasury  re- 
cently said:  "In  the  raarvelously  complicated  phe- 
nomena of  modern  trade,  commerce,  production,  and 
manufactures  there  is  ample  scope  for  the  most  scien- 
tific minds  and  the  most  critical  intellects;  and  if  com- 
merce is  to  be  treated  from  the  higher  and  wider  view- 
point, it  must  be  approached  in  the  broader  spirit  of 
impartial  scientific  investigation." 

Professor  Edward  D.  Jones  in  a  recent  article  in 
the  Popular  Science  Monthly  used  the  following  strik- 
ing illustration: 

"Industry  has  at  once  shown  an  irresistible  ten- 
dency to  come  under  the  sway  of  science.  A  new  con- 
cern of  large  size  now  starts  with  a  charter  and  a  plan 
of  internal  organization,  the  work  of  professional  organ- 
izers and  as  carefully  drawn  as  the  constitution  of  a 
state  might  be.  Eventually  the  mill  architect  lays  out 
the  plant.  The  head  chemist  and  consulting  engineer 
take  charge  of  the  operative  departments;  the  condi- 
tioning laborator}'  checks  ofif  the  results  of  the  buj-er's 
work;  the  credit  man  rules  the  selling  agencies  and 
compiles  his  data  as  systematically  as  the  much  abused 
charity  organization  society;  and  the  advertising  mana- 
ger works  with  a  like  systematic  use  of  records.     Risks 

156 


EDUCATION  FOR   COMMERCE 

are  transferred,  whenever  possible,  to  insurance  com- 
panies which  study  them  with  all  the  methods  known 
to  statistics.  Legal  liabilities  are  attended  to  by  a 
special  corporation  attorney.  All  the  records  of  the 
activities  of  the  concern  are  compiled  under  the  direc- 
tion of  the  accountant  and  are  periodically  examined 
and  certified  to  by  a  professional  auditor.  At  every 
point  the  business  has  touched  upon  a  science  or  a 
possible  science. 

This  new  regime,  while  it  has  given  to  industry 
such  a  character  of  intricacy,  has  given  to  its  laws  such 
precision,  to  its  processes  such  rapidity  and  continuity, 
and  to  its  leaders  such  a  scope  for  power,  that  men  of 
systematically  trained  perceptive  faculties  and  reason- 
ing powers  are  required  for  it. 

These  methods  also  have  already  brought  into 
view  such  a  body  of  systematized  experience  that  it  is 
possible  to  begin  the  formulation  of  the  principles  of 
wealth  production.  And  this  will  provide  a  subject 
matter  which  can  be  studied  apart  from  practice,  ac- 
cording to  the  methods  of  an  educational  institution, 
and  which  will  be  of  practical  value  because  it  has 
grown  out  of  practice  and  governs  it." 

Such  then  are  the  grounds  for  the  belief  that  com- 
merce can  become  a  profession — a  learned  profession,  if 
you  so  please  to  call  it.  A  calling  which  can  be  pur- 
sued for  its  own  sake  and  for  the  mere  joy  of  doing,  of 
intellectual  achievement,  as  well  as  for  gain.  There  is 
nothing  necessarily  Philistine  about  it,  nothing  inevi- 
tably sordid  in  the  pursuit  of  the  merchant.  Long  years 
ago — two  hundred  and  forty  years  ago,  to  be  exact — 
Thomas  Mun  a  merchant  of  London  wrote  for  the  bene- 
fit and  instruction  of  his  son,  a  treatise,  subsequently 
published  by  the  son  in  memory  of  the  father,  entitled 

157 


TRI-DECENNUL   CELEBRATION 

"England's  Treasure  by  Forraign  Trade."  This  treatise 
has  since  become  one  of  the  most  famous  of  our  eco- 
nomic classics.     In  the  beginning  he  writes  as  follows: 

"The  love  and  service  of  our  country  consisteth 
not  so  much  in  the  knowledge  of  those  duties  which 
are  to  be  performed  by  others,  as  in  the  skilfull  prac- 
tice of  that  which  is  done  by  ourselves;  and  therefore 
(my  Son)  it  is  now  fit  that  I  say  something  of  the  Mer- 
chant, which  I  hope  in  due  time  shall  be  thy  vocation: 
Yet  herein  are  my  thoughts  free  from  all  Ambition, 
although  I  rank  thee  in  a  place  of  so  high  estimation; 
for  the  Merchant  is  worthily  called  The  Steward  of  the 
Kingdom's  Stock,  by  way  of  Commerce  with  other  Na- 
tions; a  work  of  no  less  Reputation  than  Trust  which 
ought  to  be  performed  with  great  skill  and  conscience, 
that  so  the  private  gain  may  ever  accompany  the  pub- 
lique  good.  And  because  the  nobleness  of  this  Pro- 
fession may  the  better  stir  up  thy  desires  and  endeavors 
to  obtain  those  abilities  which  may  affect  it  worthily,  I 
will  briefly  set  down  the  excellent  qualities  which  are 
required  in  a  perfect  Merchant." 

Then  follows  a  list  of  acquisitions  in  the  way  of 
knowledge  which  it  would  be  no  mean  task  for  the  best 
of  our  schools  and  universities  to  afford.  He  resumes: 
"Thus  have  I  briefly  showed  thee  a  pattern  for  thy 
dilligence,  the  Merchant  in  his  qualities;  which  in  truth 
are  such  and  so  many,  that  I  find  no  other  profession 
that  leadeth  into  more  worldly  knowledge." 

So  long  ago  then  was  the  career  of  a  merchant 
reckoned  as  a  profession;  certainly  it  is  capable  of  re- 
maining such,  certainly  it  is  a  profession  worthy  of  the 
highest  ambitions  and  talents. 

In  the  popular  discontent  which  so  frequently 
finds   expression    in  outbursts  of  one  sort  or  another 

158 


EDUCATION  FOR   COMMERCE 

against  the  existing  order  of  things,  in  the  distrust  of 
the  great  industrial  organizations  known  as  trusts,  the 
chief  element  is  the  mistrust  of  the  motives  of  those  in 
command.  The  fear  is  that  they  are  not  imbued  with 
the  true  professional  spirit,  that  mere  selfish,  sordid, 
Philistine  motives  actuate  them.  There  should  be  more 
of  Mun's  "love  and  service  of  our  country,"  more  of 
his  spirit  of  a  steward  of  the  country's  stock,  more  con- 
science for  the  public  good. 

What  should  be  taught  to,  and  what  expected  of, 
the  graduate  in  the  college  of  commerce?  In  the  first 
place  we  must  repudiate  any  suggestion  that  the  stu- 
dent can  be  made  a  leader  of  industry  by  four  years  in 
college.  We  have  never  been  able  to  manufacture  a 
$25,000  per  annum  engineer  nor  a  great  architect  in 
four  years  even  in  the  best  technical  colleges.  A  col- 
lege of  commerce  can  no  more  create  a  captain  of  in- 
dustry than  a  school  of  mining  can  guarantee  to  create 
a  man  who,  to  quote  a  fond  parent  who  recently  sent 
a  boy  to  college,  "can  find  gold  and  silver  in  paying 
quantities,  but  need  not  know  anything  about  dips  and 
veins."  The  best  we  can  do  is  to  weed  out  absolute 
incompetents  and  prepare  a  few  others  to  be  in  line  for 
promotion,  as  the  engineering  college  prepares  a  few  to 
enter  that  career.  The  engineering  colleges  have 
proven  their  value  by  finding  one  or  two  good  engi- 
neers every  few  years  and  by  disseminating  so  much 
general  knowledge  of  engineering  that  only  the  excep- 
tional man  will  attain  distinction.  If  the  colleges  of 
commerce  do  as  well,  they  will  do  very  well  indeed. 

The  details  of  this  commercial  education  must  be 
worked  out  by  experience.  No  clearer  answer  can  be 
given  a  priori,  nor  from  the  short  experience  of  the 
past  five  years.     But  this  need  not  give  rise  to  any  dis- 

«59 


TRI-DECENNIAL    CELEBRATION 

couraj^ement,  for  the  now  successful  engineering  courses 
encountered  far  greater  difficulties.  At  present  most  of 
the  valuable  experience  from  which  we  could  formulate 
principles  for  instruction  is  of  a  personal  character  and 
not  of  record.  It  is  lost  with  the  death  of  each  great 
leader.  Now  we  are  saving  this,  accumulating  knowl- 
edge, recording  it  for  future  use.  At  present  we  have 
material  enough  and  to  spare  in  economics,  statistics, 
money,  banking,  and  finance.  We  have  enough  in 
language,  mathematics,  geography,  customs,  and  usages 
to  fill  a  course  of  many  years. 

The  chief  critics  of  our  present  curriculum  in  com- 
merce make  their  attack  first  upon  the  small  amount  of 
accounting  that  is  afiforded  and  second  upon  the  alleged 
insufficiency  of  instruction  in  the  applied  sciences — in 
short,  in  engineering.  With  the  first  I  have  no  patience 
whatever.  We  are  at  present  teaching  far  more  ac- 
counting than  any  leader  of  industry  will  ever  need. 
The  demand  for  more  comes  from  those  who  confuse 
higher  commercial  education  with  that  for  clerks  and 
bookkeepers.  To  the  second  it  can  be  said  that  any 
student  who  expects  to  enter  a  career  in  which  he 
needs  a  complete  course  in  engineering,  should  be  in  a 
college  of  engineering;  we  cannot  teach  him  commerce 
and  engineering  at  one  time,  nor  in  four  years.  This  con- 
fusion of  ideas  is  possibly  inevitable  in  the  beginning  of 
a  new  scheme  of  education.  It  will  be  outgrown  in 
time.  However,  it  is  already  demonstrated  that  the 
young  man  who  intends  to  enter  upon  a  business  career 
can  find  a  college  training  of  the  same  practical  value 
to  him  as  to  an  engineer,  a  physician,  or  a  lawyer.  The 
day  of  the  profession  of  commerce  is  dawning. 


1 60 


Catalogue   of  Graduates 

Collegiate  Departments  of  the  University 
1889-1904 


The  data  used  in  this  catalogue  were  generously 
procured  by  the  alumni  associations.  It  is  hoped  that 
a  catalogue  of  all  the  officers  and  students  of  the  uni- 
versity from  the  date  of  its  founding  in  1874  to  the 
present  time  may  be  compiled  in  the  near  future. 

The  names  of  deceased  graduates  are  preceded  by 
the  asterisk. 


161 


College   of  Arts   and   Science 

1891 

Frederick  Amos  Bristol,  B.  A.;  Graduate  Student  (Min.  Eng.), 
1893-94.  Married  Miss  Jeannie  Cruickshank,  Feb.  12,  1898. 
With  Morgan  Mill,  Empire,  Nevada:  Reno  Reduction 
Works;  Bunker  Hill  &  Sullivan  Mine.  Assayer,  Silver  Lead 
Mine,  Washington;  Le  Roy  Gold  Mine,  Rossland,  B.  C. 
With  Simmer  &  Jack  Mine,  Germiston,  Transvaal,  nearly 
eight  years.  Resident  Manager,  Jupiter  Gold  Mining  Co., 
Lmtd.;  Simmer  West  Gold  Mining  Co.,  Lmtd.,  Germiston, 
Transvaal. 

Henry  Colman  Cutting,  B.  A.  Married  Mrs.  Minetta  Chesson, 
Apr.  19,  1903.  With  Boca  Mill  Co.  and  Sierra  Ice  Co.,  Boca, 
Calif.  Principal  of  the  Candelaria  and  Wadsworth  public 
schools,  Nevada.  State  Supt.  of  Public  Instruction  of  Ne- 
vada, 1895-99.  Admitted  to  the  Bar  of  Nevada,  Dec.  24, 
1898.  Compiler  of  the  Statutes  of  Nevada,  1900.  Mine 
owner  and  promoter,  Tonopah,  Nevada. 

Frank  Herbert  Norcross,  B.  A.;  LL.  B.,  Georgetown  Univ.,  '94 
Married  Miss  Adeline  Morton  (Normal,  '90),  July  10,  1895 
Principal,  Verdi  Public  School,  1891-92.  County  Surveyor 
Washoe  Co.,  1891-92.  Clerk,  U.  S.  Census  Office,  1892-94 
Dist.  Atty.,  Washoe  Co.,  1895-96.  Assemblyman,  1897-98, 
Trustee,  Reno  Public  Library,  1903-  Atty.  at  Law,  Reno, 
Nevada. 

1892 

Blanche  Davis,  B.  A.     2000  Baker  St.,  San  Francisco,  Calif. 

1893 

Agues  Bell,  B.  A.;  B.  A.,  Stanford,  '95;  Normal,  '96.  Office  Secre- 
tary, Nevada  Univ..  1896.  Teacher.  Arroyo  Saco,  Mon- 
terey Co.,  Calif.,  1901-02;  Wadsworth,  Nevada,  1902-03.  In- 
structor in  French,  Reno  High  School,  1903- 

162 


CATALOGUE   OF  GRADUATES 

Edwin  Emmet  Caine,  B.  A.  Married  Miss  Mae  Griffin,  Aug.  30, 
1898.  Principal,  Verdi  Public  School,  Nevada,  1893-95; 
Wadsworth,  1895-1902;  Elko  County  High  School,  1902- 
Elko,  Nevada. 

Charles  Ross  Lewers,  R.  A.;  B.  A.,  Stanford,  '96;  LL.  B.,  Harvard, 
'99.  Married  Miss  Alice  Arnold  (Stanford,  '04),  Aug.  5,  1903. 
Atty.  at  Law,  Los  Angeles,  Calif.  Asst.  Prof,  of  Law,  Stan- 
ford.    Stanford  University,  Calif. 

Ina  Hannah  Stiner,  B.  A.;  Normal,  '95;  Student,  Univ.  of  Calif., 
1904-  Teacher,  Buffalo  Meadows,  Nevada,  1893-94;  Ante- 
lope, Sierra  Valley,  Calif.,  1895-96;  Big  Meadows,  Humboldt 
Co.,  Nevada,  1896-97;  Anderson,  Washoe  Co.,  1898-1900; 
Wadsworth,  1900-02;  Vice  Principal,  Alturas  Public  School, 
Calif.,  1902-04.     Berkeley,  Calif. 

1894 

Anna  Henrietta  Martin,  R.  A.;  B.  A.  (History),  Stanford, '96;  M.  A. 
(History),  Stanford,  '97.  Instructor  and  Asst.  Prof,  in  charge 
of  the  Dept.  of  History,  Nevada  Univ.,  1897-1901;  Lec- 
turer in  Art  History,  1901-  Absent  on  leave,  1903-  Reno, 
Nevada. 

Anna  Helena  Schadler,  B.  A.  Principal,  Wells  Public  School, 
Nevada,  1894-95.  Vice  Principal,  Gold  Hill,  1895  97.  In- 
structor in  Latin,  Reno  High  School,  1897-1903;  Vice  Prin- 
cipal and  Instructor  in  Latin  and  German,  1903-  Reno, 
Nevada. 

1895 

Krederica  Louise  Blume  (Blaney),  B.  A.;  Normal,  '96.  Married 
Frank  L.  Blaney,  July  9,  1899.  Teacher,  Verdi,  Nevada. 
1897-99.     Clerk,  Southern  Pac.  Office,  Reno,  Nevada. 

Peter  Petersen  P'randsen,  B.  A.;  B.  A.,  Harvard,  '98;  M.  A.,  Har- 
vard, '99.  Married  Miss  Alice  S.  Moreland,  June  10,  1902. 
Teacher,  Silver  Creek,  Lander  Co.,  Nevada,  1895-96.  .\ssl. 
in  Zoology,  Harvard  and  Radcliffe  College,  1899-1900.  Asst. 
Prof,  of  Zoology  and  Bacteriology,  Nevada  Univ.,  1900-03; 
Prof.,  1903-     Reno,  Nevada. 

Stella  M.  Linscott,  B.  A.;  M.  A.  (Latin),  Univ.  of  Calif.,  '98;  Grad- 
uate Student  (French),  Nevada  Univ.,  189S.     Instructor  in 

163 


'I'RI-DECENNIAL   CELEBRATION 

Latin,  Nevada  I'niv.,  1898  1900.  Instructor  iu  Latin  and 
German,  Sequoia  Union  High  School,  Redwood  City,  Calif., 
igoo-04.     1908  Shattuck  Ave.,  Berkeley.,  Calif. 

Mary  Ellen  North,  B.  A..  Teacher,  Diamond  Mine,  Kureka  Co., 
Nevada,  1895-96;  Cortez,  1896-99.  Substitute  Teacher,  Reno, 
1899-1900;  Principal,  Paradise  Public  Schtxjl,  1900-OI. 
Teacher,  McDerniitt,  Humboldt  Co.,  1901-02;  Reno,  1902- 

William  Henry  North,  B.  A.  Teacher,  Cortez,  Nevada,  1895-96. 
Bookkeeper,  Tonabo  Mill  and  Mining  Co.,  Cortez,  1896-99. 
Secy.,  Idaho  Empire  State  Mining  Co.,  Wardner,  Idaho, 
1899-1903.  Asst.  Supt.,  Federal  Mining  and  Smelting  Co., 
Wallace,  Idaho,  1904- 

Alice  Mabel  Stanaway,  B.  A.;  Graduate,  New  England  Conserv- 
atory of  Music,  Boston,  Mass.,  1899;  Prize  Scholar  in  the 
School  of  Opera,  New  lingland  Conservatory,  1901-04;  Stu- 
dent in  Paris,  1904.  Office  Secretary,  Nevada  Univ., 
1895-96.  Contralto,  Unitarian  Church  Choir,  Newton,  Mass. 
Instructor  in  Vocal  Music,  New  England  Conservatory  of 
Music,  1904-     3  Monroe  Hall,  Trinity  Court,  Boston,  Mass. 

Theodora  Waters  Stubbs  (Fulton),  B.  A.;  Graduate  Student  (Ger- 
man), 1895-96;  B.  A.  (Physiology),  Stanford,  '01.  Married 
John  M.    Fulton,  Feb.  11,  1903.     Reno,  Nevada. 

Grace  Viola  Ward,  B.  A.;  Normal,  '91;  Graduate  Student  (German), 
1897-98;  (Spanish  and  Stenography),  1903-04.  Secy.,  Uni- 
versity Alumni  Association,  Nevada  Univ.,  1897-03.  Office 
Secretary,  Nevada  Univ.,  1904.     Reno,  Nevada. 

1896 

Adelaide  Melviua  Boyd  (Durkee),  B.  A.;  Graduate  Student  (En- 
glish), 1S97-98.  Married  Joseph  Uurkee  (B.  S.,  Min.  Eng., 
'95),  Aug.  16,  1899.  Teacher,  Rebel  Creek,  Nevada,  1897. 
Principal,  Lovelock  Public  School,  1897-99.  Germiston, 
Transvaal. 

William  Lothrop  Brandon,  B.  A,  Married  Mrs.  S.  Tolley,  June 
18,  1896.  .  Principal,  Tuscarora  Public  School,  Nevada,  1897- 
98;  Carlin,  1898-99;  Lovelock,  1899-1900.  Bus.  Manager, 
Reno  Ledger,  1900-01.  Principal,  Cherry  Creek  Public 
School,  1901-02;  Verington,  1902-03.     Reno,  Nevada. 

Jay  Harvey  Clemons,  B.  A.;  Student,  Hasting's  Law  College,  San 

164 


CATALOGUE   OF  GRADUATES 

Francisco,  Calif.,  and  Law  Office  of  Wm.  R.  Davis,  Oakland, 
Calif.,  1896-97;  Graduate  vStudeut  (Commerce),  Nevada 
Univ.,  1897-98.  Married  Miss  Maud  Bradley,  May  25,  1897. 
Acting  Commandant,  Nevada  Univ.,  1898.  Member,  J.  R. 
Bradley  Co.,  Reno,  Nevada,  1899-1902;  Mary's  River  Land 
and  Cattle  Co.,  1902-     Reno,  Nevada 

Louise  Frey  (Sadleir),  B.  A.  Married  Charles  Sadleir,  Jan.  15,  1898. 
Teacher,  Carlin,  Nevada,  1897-98;  Wells,  1901.  Overland 
Hotel,  Reno,  Nevada. 

Gertrude  Hironymous  (Dangberg),  B.  A.  Married  H.  F.  Dang- 
berg,  Jr.,  June  1,  1898.  Teacher,  Gardnerville,  Nevada,  1896- 
98.     Gardnerville,  Nevada. 

Mae  Ellen  Palmer  (Tilley),  B.  A.  Teacher,  Mason  Valley.  Yer- 
ington,  Nevada. 

Laura  Smith,  B.  A.;  Graduate  Student  (Education,  Physics,  and 
Chemistry),  1896-98;  Student  (Chemistry),  Stanford,  1900- 
01.  Instructor  in  Chemistry  and  Physics,  Nevada  Univ., 
1896-1900.  Asst.  Principal,  Winnemucca  Public  School, 
1902-03;  Principal,  1904.     Reno,  Nevada. 

Frederick  Eugene  Walts,  B.  A.;  Graduate  Student  (French  and 
Education),  1896;  Normal,  '97.  Married  Miss  Ella  Zena 
Blakeslee,  July  14,  1897.  Teacher,  Reno,  Nevada,  1896-1900. 
Principal,  Austin  Public  School,  1900-01;  Elko  County  High 
School,  1901-02;  Dayton  Public  School,  1902-03.  Member, 
Highland  Dairy  Farm,  Reno,  Nevada. 

Albert  Weston  Ward,  B.  A.  Clerk,  U.  S.  Senate,  Washington, 
D,  C,  1901-02.  Bookkeeper,  Washoe  County  Bank;  Mem- 
ber, Washoe  County  Title  Guaranty  Co.,  Reno,  Nevada. 

Mildred  Maude  Wheeler,  B.  A.;  M.  A.  (Latin),  Univ.  of  Calif.,  '98: 
Graduate  vStudent  (French),  Nevada  Univ.,  1898.  Instructor 
in  Mathematics,  German,  and  Latin,  Nevada  Univ.,  1898- 
1901.  Teacher,  Reno,  Nevada,  1901.  Instructor,  Nevada 
Univ.,  1902-     Reno,  Nevada. 

Otli)  Thompson  Williams,  B.  .\.  Married  Miss  Caro  Fredcrica 
Lord  (Stanford,  '96),  Feb.  5,  1902.  Principal,  Dayton  Public 
School,  Nevada,  1896-97.  Teacher,  Star  Valley.  Admitted 
to  Bar  of  Nevada,  1901.     Atty.  at  Law,  Elko,  Nevada. 


165 


TRI-DECENNIAL   CELEBRATION 

1897 

Jessie  Gertrude  Bonham,  R.  A.;  Graduate  Student  (Latin),  1897-98. 
Teacher,  Cedarvllle,  Calif.,  1898;  Fomosa,  Calif.,  1S98-99. 
Private  Tutor  in  Latin,  Nevada  Univ.,  1900-01;  Assistant  in 
Latin,  1901-04.  Instructor  in  Latin  and  German,  Elko 
County  High  School,  1904-     Elko,  Nevada. 

Alice  Emily  Edmunds,  B.  A.  Teacher,  Washoe  City,  Nevada; 
North  Truckee  School,  Washoe  Co.,  1899-1900;  Butte,  Mon- 
tana. 

Amy  Gertrude  Edmunds,  B.  A.;  Graduate  Student  (Spanish), 
1897-98.     Teacher,  Butte,  Montana. 

Victoria  Josephine  Godfroy  (Longley),  B.  A.  Married  Alfred 
Longley  (B.  S.,  Min.  Eng.,  '99),  April  21,  1900.  Teacher, 
Empire,  Nevada,  1897-99;  Gardnerville,  1899-1900.  Marshall 
Lake  Mining  Dist.,  via  Council,  Idaho  Co.,  Idaho. 

Katherine  Riegelhuth,  B.  A.;  Student  (English  and  German), 
Univ.  of  Calif.,  1897-98.  Secy.,  University  Alumni  Associ- 
ation, Nevada  Univ.,  1903-     Reno,  Nevada. 

Harry  Archy  Start,  B.  A.  Teacher,  Nevada,  1897-99.  Principal, 
Elko  County  High  School,  1899-1901;  Austin  Public  School, 
1901.  Student  of  Medicine,  Denver,  Colo.,  1902.  Pastor's 
Assistant,  First  Congregational  Church,  Portland,  Oregon. 

Susie  May  Tredway  (Kaiser),  B.  A.  Married  Leon  Kaiser,  Sept. 
21,  1904.  Teacher,  Wadsworth,  Nevada,  1897-1904.  Sparks, 
Nevada. 

1898 

Maud  Neva  Bruette,  B.  A.  Teacher,  Arthur,  Elko  Co.,  Nevada, 
1898-99;  Yerington,  1899-1900;  Candelaria,  1900-01;  Wads- 
worth,  1901-04.  Bookkeeper,  Washoe  County  Bank,  Reno, 
1904-  Acting  Principal  elect.  Sparks  Public  School,  1904- 
Reno,  Nevada. 

Samuel  Bradford  Doten,  B.  A.  Instructor  in  History  and  Mathe- 
matics, Nevada  Univ.,  1898-1900;  Mathematics  and  Ento- 
mology, 1900-02.  Asst.  Prof,  of  Mathematics  and  Entomol- 
ogyi  1902-     Reno,  Nevada. 

Dennis  Maxwell  Duflfy,  B.  A.;  LL.  B.,  Hasting's  Law  College,  Univ. 
of  Calif.,  '01.     Married  Miss  Grace  Blossom,  February,  1902. 

166 


CATALOGUE  OF  GRADUATES 

Atty.  at  Law,  Mills  BUlg.,  San  Francisco,  Calif. 

Leonard  Greeley  F.de,  B.  A.;  I).  D.  S.,  Univ.  of  Calif., '02.  Dentist, 
Reno,  Nevada,  1902-03.     Vinton,  Calif. 

Loretto  Ruth  Hickey  (Hughes),  B.  A.  Married  George  A.  V. 
Hughes,  Feb.  19,  1901.  Teacher,  Buffalo  Meadows,  Nevada, 
1898;  Salt  Marsh,  1899;  Sheepshead,  1900.     Reno,  Nevada. 

Helen  Keddie,  B.  A.  Teacher,  North  Arm  School,  Plumas  Co., 
Calif.,  1898-99;  Quincy,  1899-1900;  East  Butterfly  School, 
Plumas  Co.,  1900-01.     In  the  I'vast,   1902-03.     Quincy,  Calif. 

*  Ellen  Rosa  Lewers,  B.  A.;  Student  (Botany),  Stanford,  1902-03. 
Teacher,  Mills  Station,  1900-02.  Died  at  Stanford  Uni- 
versity, Calif.,  June  I,  1903. 

Rosalia  Murphy,  B.  A.  Married,  1904.  Teacher,  Hiko,  Lincoln 
Co.,  Nevada;  Silver  Creek,  Lander  Co.,  1903-04.  Austin, 
Nevada. 

Sadie  Phillips,  B.  A.  Clerk,  Reno  Postoffice.  Nevada,  1898-1901. 
Stenographer,  Office  of  Surveyor  General  for  Nevada,  1901- 
04;  Washoe  County  Title  Guaranty  Co.,  1904-,  Reno,  Ne- 
vada. 

John  Jerome  Sullivan,  B.  A.;  M.  A.,  M.  D.,  Columbia,  '01.  Phy- 
sician, Virginia  City,  Nevada,  1901- 

John  Sunderland,  Jr.,  B.  A.;  Student  of  Medicine,  Columbia,  1S98- 
1900.  Married  Miss  Beulah  Webster  Stubbs,  Feb.  18,  1902. 
Member,  F^irm  of  John  Sunderland,  Reno,  Nevada. 

Katherine  Sunderland  (O'SuUivan),  B.  A.  Married  John  B. 
O'SuUivan,  Oct.  25,  1900.     Reno,  Nevada. 

Maud  Florence  Thompson,  B.  A.  Teacher,  Alpine  School, 
Churchill  Co.,  Nevada,  1898-1900;  Searchlight,  1900-01; 
Fairview  School,  Humboldt  Co.,  1901-03.  Substitute 
Teacher,  Reno,  1903-04;  Teacher,  1904-     Reno,  Nevada. 

Guy   Webster  Walts,  B.  A.     Married  Miss  Mattie  Madge  Parker 
(B.  A.,  '99),  Aug.  16,  1900.     Principal,  Cienoa  Public  vSchixjl. 
Nevada,    1899-1901;    Garduerville,    1901-04;    Eureka,    1904 
Member,  Highland   Dairy   Farm,   Reno,  Nevada.     Eureka, 
Nevada. 

1899 

Delle  B.  Boyd,  B.  A.  Assistant  in  Office  of  Washoe  County  Treas- 
urer, Reno,  Nevada,  1899- 

167 


TRI-DECENNIAL    CELEBRATION 

Tlumias  Pollock  Rrown,  B.  A.  Married  Miss  Elizabeth  Naomi 
Dorland,  Jan.  6,  1899.  Principal,  Magnolia  Public  Schwjl, 
Orange  Co,  Calif.,  1899-1900;  Sixth  vStreet  Schcxjl,  Santa 
Monica,  Calif.,  1900-03;  Eureka  Public  School,  Nevada, 
1903-04;  Compton,  Calif.,  1904- 

( Gertrude  Alice  Caine,  B.  A.  Teacher,  Wadsworth,  Nevada,  1899- 
1902;  Reno,  1902- 

Ilarry  Herbert  Dexter,  B.  A.;  Student  (Library  Methods  and  En- 
glish History),  Univ.  of  Wisconsin,  1901.  Asst.  Librarian, 
Nevada  LTniv.,  1899-1901;  Librarian,  1901-03.  With  Firm  of 
Cleator,  Reno,  Nevada,  1903;  Member,  Cleator-Dexter  Co., 
1904-     Reno,  Nevada. 

Isidore    Frances   Dopson,   B.   A.     Teacher,   Sheepshead,  Nevada, 

1899-1900;    Willow   Point  School,    Humboldt  Co.,  1900-02; 

Mottsville  School,  Douglas  Co.,  1902-     Genoa,  Nevada. 
Alfred  Doten,  B.  A.;  Graduate  Student  (Latin),  1899-1900.     Asst. 

Principal,     Wadsworth    Public    School,    Nevada,     1900-01. 

With    Nevada-California-Oregon    R.   R,,    1901-02;  Flanigau 

Warehouse  Co.,  Reno,  Nevada,  1902- 

John  Milton  Gregory,  B.  A.  Married  Miss  Fernald  Bell,  Sept.  14, 
1901.  Bookkeeper,  Pacific  Sheet  Metal  Works,  San  Fran- 
cisco, Calif.,  1899-1900.  Chemist  with  Redington  &  Co., 
San  Francisco,  1900-  14  Stanley  Place,  San  F'rancisco, 
Calif. 

Anna  Louise  Julien,  B.  A.     Reno,  Nevada. 

Charles  Paul  Keyser,  B.  A.  Fireman,  Southern  Pac.  R.  R.,  1900. 
Clerk,  Law  Dept.,  Southern  Pac,  1901.  Asst.  and  Acting 
Chief  Engineer,  Nevada-California-Oregon  R.  R.,  1902. 
Asst.  Engineer,  Southern  Pac,  1904.  Surveyor,  Reno- 
Sparks  Street  Railway  Co.,  1904.     Reno,  Nevada. 

Thomas  Jefferson  Lawrence,  B.  S.  (Gen.  Sci.);  Graduate  Student 
(Miu.  Eng.),  1899-1900.  Assayer,  vSurveyor,  and  Chemist, 
Larkin  Mine,  Placerville,  Calif.  Asst.  Chemist,  Chief  As- 
sayer, and  Chief  Chemist,  Compania  Metalurgica  Mexicans, 
San  Luis  Potosi,  Mex.  Mining  Engineer  and  Supt.,  Car- 
men Copper  Co.,  El  Carmen,  Durango,  Mex.  Manager, 
Compania  Minera  Seis  Amigos,  Topia,  Durango,  Mex. 

Mattie  Madge  Parker  (Walts),  B.  A.     Married  Guy  W.  Walts  (B.  A., 

168 


CATALOGUE   OF  GRADUATES 

'98),  Aug.  16,  1900.  Teacher,  Sheepshead,  Nevada,  1900. 
Eureka,  Nevada. 

Mary  Louise  Pobl,  B.  A.     Teacher,  Austin,  Nevada. 

Aimee  Alice  Sherman,  B.  A.  Private  Tutor,  Hawthorne,  Nevada, 
1899-1900.  Teacher,  Mottsville  School,  Douglas  Co.,  1900-02; 
Reno,  1902- 

Elizabeth  Spayd  Stubbs,  B.  A.  Office  Secretary,  Nevada  Univ., 
1899-1904.     Reno,  Nevada. 

Louise  Gertrude  Ward  (Donahue),  B.  A.  Married  J.  E.  Donahue, 
M.  I).,  Oakland,  Calif.,  June  14,  1904.  Teacher,  Bishop 
School,  Elko  Co.,  Nevada,  1901-02.  1144  Twelfth  St.,  Oak- 
land, Calif. 

Enid  Marguerite  Williams,  B.  A.  2313  Hearst  Ave.,  Berkeley, 
Calif. 

1900 

Mary  Eugenia  Arnot,  B.  A.     Teacher,  Gardnerville,  Nevada,  1901- 

02;  East  Fork  School,  Douglas  Co.,  1902-     Gardnerville,  Ne- 
vada. 
Lulu  Olivia  Culp,  B.  A.     Teacher,  Pearl  River,  New  York. 
Carlotta  Dodd  (Young),  B.  A.     Married  Forrest  R.  Young,  Nov.  4, 

1903.     Beckwith,  Calif. 
Lucy   May  Grimes,  B.   A.     Teacher,   Placer  County,  Calif.     East 

Auburn,  Calif. 
Ida  May  Holmes  (Hays),  B.  A.     Married   David   W.  Hays  (B.  S., 

Min.  Eng.,  '00),  March  6,  1901.     Fallon,  Nevada. 
Scott  Elliott  Jameson,  B.  A.     Vice  Principal,  Eureka  Public  School, 

Nevada,  1901-03.     Principal,  Touopah   Public  Schixjl,   \ipy 
John   Birchin  Jones,  B.  A.;  D.  D.  S.,  Univ.  of   Calif.,  '03.     Married 

Miss  Dora  Knell,  June  29,  1904.     Dentist,  Austin,  Nevada. 
George  Allen  Leavitt,  B.  A.     Married  Miss  Ida  Robert,  Dec.  21, 

1901.     Principal,    Verdi   Public     School,    Nevada.    1900-02; 

Wadsworth,  1902-04;  Gold  Hill,  1904- 
Amelia  May  North,  B.  A.;  Student,  Training  School  for  Nurses, 

California  Woman's  Hospital,  San  Francisco,  Calif.,  1901-02. 

Teacher,  Jack  Creek,  Nevada,  1900-01;  Wadsworth,   1903-04. 

Teacher  elect.  Sparks,  1904-     Reno,  Nevada. 

169 


TRI-DECENNUL   CELEBRATION 

Ruby  Lavinia  North,  B.  A.  Teacher,  Lund,  White  Pine  Co.,  Ne- 
vada, 1900-01;  Pahranagat  Valley  School,  1901-02;  Verdi, 
1902- 

Clara  Angelina  Rammelkamp,  B.  A.  Teacher,  Fallon,  Nevada, 
1900-01;  Mound  House,  1901-02;  Meissner  School,  Lyon  Co., 
1902-     Verington,  Nevada. 

*  Margaret  lUizabeth  Rousseau,  B.  A.  Died,  Reno,  Nevada,  June 
5,  1900. 

PVances  Adiua  Skinner  (Degman),  B.  A.  Married  Clarence  G. 
Degman,  Oct.  4,  1903.  Teacher,  Antelope  School,  Washoe 
Co.,  Nevada,  1900-01;  Brown's  School,  Washoe  Co.,  1901-02. 
Principal,  Uelamar  Public  School,   1902-03.     Reno,  Nevada. 

I9OI 

James  Frederick  Abel,  B.  A.  Principal,  Elko  Public  School,  Ne- 
vada, 1901-04;  Winnemucca,  1904- 

Irvin  Wilson  Ayres,  B.  A.;  M.  A.,  Univ.  of  Virginia, '03.  Librarian, 
Instructor  in  Public  Speaking,  and  Assoc.  Editor  of  the 
"University  Bulletin,"  Nevada  Univ.,  1903-     Reno,  Nevada. 

Kate  Crocker  Bender,  B.  A.  Teacher,  Wadsworth,  Nevada,  1901- 
03.     Instructor  in  History,  Reno  High  School,  1903- 

Fenton  Arthur  Bonham,  B.  A.  Secy.,  Y.  M.  C.  A.,  Fresno  and 
Santa  Barbara,  Calif.  Asst.  Secy.,  Y.  M.  C.  A.,  Oakland, 
Calif.  With  J.  A.  Bonham,  Real  Estate,  Mining,  and  In- 
surance, Reno,  Nevada,  1903- 

Verra  Stuart  Davis,  B.  A.     Carson  City,  Nevada. 

Irene  Ede.  B.  A.  Teacher,  Peavine  School,  Washoe  Co.,  Nevada, 
1901-02;  Island  School,  Plumas  Co.,  Calif.,  1902-04.  Vinton, 
Calif. 

Joseph  Winchester  Hall,  A.  B.;  Student  (Mech.  Drawing),  In- 
ternational Corresp.  School,  Scrantou,  Penn.,  1901-02; 
Graduate  Student  (Mech.  Drawing),  Nevada  Univ.,  1903-04. 
With  Survey,  Southern  Pac.  R.  R.,  1901-02;  U.  S.  Geo- 
logical Survey.  Draftsman,  Office  of  U.  S.  Surveyor 
General  for  Nevada,  Reno,  1903.  With  Virginia  Bridge 
Co.,  Roanoke,  Va.,  1904- 

Tillie  Naomi  Kruger,  B.  A.  County  Supt.  of  Plumas  County 
Public  Schools.     Quincy,  Calif. 


170 


CATALOGUE  OF  GRADUATES 

Agnes  Jean  Maxwell,  R.  A.  Teacher,  Oenoa,  Nevada,  1902-03; 
Reno,  1903- 

Maude  Emma  Nash,  R.  A.  In  Central  Office,  Rell  Tel.  Co.,  Reno, 
Nevada,  1901-02.  Rookkeeper  with  S.  Hodgkinson,  Drug- 
gist, 1902-04.  Clerk  of  Registration,  Reno  Precinct,  1904. 
Reno,  Nevada. 

Ethel  Vineta  Sparks,  R.  A.  Rookkeeper.  Principal,  .\merican 
Falls  Public  School.     American  Falls,  Idaho. 

Ralph  Sprengle  Stubbs,  R.  S.  (Gen.  Sci.)  With  J.  H.  Arnisby 
Co.,  San  Francisco,  Calif.,  1901-02;  Armour  Car  Lines,  Chi- 
cago, 111.,  1902-03.  Gen.  Eastern  Agent,  Continental  Fruit 
Express,  Chicago,  111.,  1904-  201  Home  Ins.  Bldg.,  Chicago, 
111. 

David  Stanley  Ward,  B.  A.  Bus.  Secy.,  Hon.  George  C.  Perkins, 
U.  S.  Senator  for  California,  1901-02.     Tonopah,  Nevada. 

1902 

Alice  Leona  Allen,  B.  A.  Teacher,  Battle  Mountain,  Nevada,  1903- 
04;     Sheepshead,  Washoe  Co.,  1904;  Elko,  1904- 

Mrs.  Florence  Humphrey  Church,  B.  A.     Reno,  Nevada. 

Elizabeth  Mary  Evans,  B.  S.  (Gen.  Sci.);  Student  (Physiology). 
Stanford,  1903;  (History),  Stanford,  1904-  Stanford  Uni- 
versity, Calif, 

Blaine  Grey,  R.  S.  (Gen.  Sci.)  Married  Miss  Lillian  Newmarker, 
March  15,  1903,  Supt.,  Sub  Station,  Truckee  River  Gen. 
Electric  Co.,  Carson  City,  Nevada,  1903.  Electrician,  Reno, 
Nevada. 

Florence  Rebecca  Hall,  R.  A.  Editor,  Society  Column,  "Evening 
Telegram,"  1903;  Clerk,  Construction  Dept.,  Southern  Pac. 
R.  R.,  Reno,  Nevada.     Carson  City,  Nevada. 

Mary  Elizabeth  McCormack,  R.  A.  Teacher,  Washoe  City.  Ne- 
vada, 1902-03;     Reno,  1903- 

Laura  Beatty  Orr,  B.  A.  Teacher,  Floriston,  Calif.,  1902-03.  Vice 
Principal,  Eureka  High  School,  Nevada,  1903-04.  Teacher, 
Reno,  1904- 

George  W.  Springmeyer,  B.  S.  (Gen.  Sci.);  B.  A.  (Law),  Stanford, 
03;  Student  (Law),  Stanford,  1903-  Stanford  University. 
Calif. 


•7' 


TRI-DECENNUL   CELEBRATION 

I'lorencc  Klizabeth  Webster,  B.  A.;  Student,  Avers'  lUisiness  Col- 
lege, San  Francisco,  Calif.,  1902.  B(X)kkeepcr,  l""armers  and 
Merchants  Hank,  Reno,  Nevada,  1903.  Teacher,  Barrett 
School,  Mason  Valley,  1904;  Sparks,  1904.     Reno,  Nevada. 

Marian  I';thel  Voung,  B.  A.     Greenville,  Calif. 

1903 

Carrie  Henrietta  Allen,  B.  A.;  Student  of  Law  with  Cooke  & 
Ay  res.  Attorneys  at  Law,  Reno,  Nevada,  1904.  Teacher, 
Leetville,  Nevada,  1903.     Silver  City,  Nevada. 

Miranda  Ray  Arms,  B.  A.  Teacher,  Sulphur  Springs  School, 
Plumas  Co.,  1903-     Wash,    Calif. 

P'ranklin  Edward  Barker,  B.  A.  U.  S.  Mail  Carrier,  Reno,  Nevada, 
1903- 

Goodwin  Stoddard  Doten,  B.  A.  Bookkeeper,  Nevada  Meat  Co., 
Reno,  Nevada.  Teacher,  Wadsworth,  1903-04.  Teacher 
elect,  Sparks,  1904.     Reno,  Nevada. 

Lillian  Estelle  lisden,  B.  A.  Teacher,  Ogden,  Utah,  1903-04; 
Wadsworth,  Nevada,  1904- 

Anna  Sophia  Johnson,  B.  A.  Principal,  Delamar  Public  School, 
Nevada,  1903-     Eureka,  Nevada. 

Florence  Virginia  Kent,  B.  A.  Teacher,  Stillwater,  Churchill  Co., 
1903-04.     Fallon,  Nevada. 

Delia  Levy,  B.  A.  Student  of  Art,  Mark  Hopkin's  School  of  De- 
sign, San  Francisco,  Calif.,  1903-04.     Reno,  Nevada. 

John  Owen  McElroy,  B.  A.;  Student  (Law)  Santa  Clara  College, 
Santa  Clara,  Calif.,  1903- 

Elizabeth  Rammelkamp,  B.  A.  Teacher,  Mound  House,  Nevada, 
1903-04;     Wellington,  1904- 

Mabel  Sophia  Richardson,  B.  A.  Bookkeeper,  Gray,  Reid,  Wright 
Co.,  Reno,  Nevada,  1903.  Stenographer,  Boyd  &  Salisbury, 
Attorneys  at  Law,  Reno,  1904- 

Claude  Philip  Schoer,  B.  .\.  Principal  Battle  Mountain  Public 
School,  Nevada,  1903-04.     Wells,  Nevada. 

Pearl  Evelyn  Snapp,  B.  A.;  Graduate  Student  (Stenography  and 
German),  1903-04..   Teacher,  Rebel  Creek,  Nevada,  1904. 

Alfred  Theodore  Taylor,  B.  A.  Teacher,  Susanville,  Calif.  Prin- 
cipal, Ruby  Hill  Public  School,  Nevada,  1904- 


CATALOGUE   OF  GRADUATES 

Olive  Eleanor  Weathers,  B.  A.     Teacher,  Floriston,  Calif.,  1903- 
Hicksey  May  Wilson  (Robertson),  B.  A.     Married  A.J.  Robertson, 

July    14,    1904.      Teacher,    Three    Rivers,    Calif.,    1903-04. 

Three  Rivers,  Calif. 

1904 

Laura  Amanda  Arnot,  B.  A.  (Law),  Markleeville,  Calif. 

Mabel  Hayward  Blakeslee,  B.  A.  (Soc.  Sci.)  Teacher,  Reno,  Ne- 
vada. 

Jeanette  Evelyn  Cameron,  B.  A.  (Law)     Virginia  City,  Nevada. 

Albert  Joseph  Caton,  B.  A.  (Banking)  Ofiice  Secretary,  Nevada 
Univ.,  1904-     Reno,  Nevada. 

James  Vincent  Comerford,  B.  A.  (English);  Graduate  Student 
(Greek  and  Latin),  1904-  With  Union  Mining  Co.,  Copper- 
opolis,  Calif.,  1904.     Reno,  Nevada. 

Agnes  Pearl  Gibson,  B.  A.  (French)  Substitute  Teacher,  Reno, 
Nevada,  1904- 

Mabel  Grant  Plumb,  B.  S.  (Biology)     Tuscarora,  Nevada. 

Georgia  Rammelkamp,  B.  A  .  (Biology)  Teacher  elect,  Towle's 
School,  Lyon  Co.,  Nevada,  1904-     Dayton,  Nevada. 


«73 


College   of  Engineering 


1892 

Albert  Moses  Lewers,  B.  S.  (Min.  Eng.);  Graduate  Student,  1892- 
94.  Examiner,  U.  S.  Patent  Office;  Second  Asst.  Examiner, 
Division  of  Metallurgy  and  Electro-Chemistry.  U.  8. 
Patent  Office,  Washington,  D,  C. 

1893 

*  Charles  Peleg  Brown,  B.  S.  (Min.  Eng.);  Graduate  Student  (Min. 

Eng.),  1893-94.  Married  Miss  Cora  May  Ede  (Normal,  '92), 
May  16,  1894.  Asst.  State  Chemist,  Nevada  Univ.,  Reno, 
Nevada,  1894-95.  Instructor  in  Mathematics  and  Drawing, 
Nevada  Univ.,  1896-97;  Asst.  Prof,  of  Mathematics  and 
Drawing,  1898-1900;  Prof,  of  Mining  and  Metallurgy,  1900. 
Died,  Reno,  Nevada,  July  22,  1900. 

*  Hugh  Smith  Swan,  B.  S.  (Min.  Eng.);  Graduate  Student,  1893- 

94.  Asst.  State  Chemist,  Nevada  Univ.,  Reno,  Nevada. 
Storekeeper  and  Assayer,  La  Colorado  Mine,  Minas  Prietas, 
Sonora,  Mex.  Died,  Minas  Prietas,  Sonora,  Mex.,  July, 
1894. 

1894 

Frederick  Charles  Frey,  B.  S.  (Min.  Eng.)  Married  Miss  Ger- 
trude Mcintosh,  June  2,  1900.  Assayer,  Kingston,  Ariz., 
1894.  Mining,  Minas  Prietas,  Sonora,  Mex.  Surveyor, 
Simmer  &  Jack  Mine,  Germiston,  Transvaal,  1898.  With 
Yellow  Aster  Mining  Co.,  Randsburg,  Calif.,  1900.  Mine 
Captain,  Simmer  &  Jack  Mine,  Germiston,  Transvaal,  1900- 

Charles  Magill,  B.  S.  (Min.  Eng.)  Married  Miss  Katherine  Eliza- 
beth Merklinger,  Sept.  5, 1899.  Prospecting,  Plumas  County, 
Calif.,  1894.  Supt.,  Jackson's  Cyanide  Plant,  Willow  Glen, 
Washoe  Co.,  Nevada,  1897.     With  Jackson's  Cyanide  Plant, 


'74 


CATALOGUE   OF  GRADUATES 

Silver  City.     Metallurgist,  Midas  GoKl   Mining  Cf).,  Harri- 
son Gulch,  Calif.,  1898- 

Harry  Emanuel  Stewart,  B.  S.  (Min.  Eng.)  Prospecting,  Plumas 
County,  Calif.,  1894.  Supt.,  Jackson's  Cyanide  Plants,  Wil- 
low Glen,  Washoe  Co.,  and  Silver  City,  Nevada,  1895-97. 
Asst.  State  Chemist,  Nevada  Univ.,  Reno,  1896.  Asst.  Supt., 
Reduction  Plant,  Republic  Gold  Mill  and  Mining  Co., 
Wash.,  1897-98.  Supt.,  Butte,  Boston  and  Merriniac  Mines, 
1898,  Republic,  Wash.  Consulting  Engineer,  lUinker  Hill 
Gold  Mill  and  Mining  Co.,  Oregon,  1899.  Metallurgist, 
Oriental  Con.  Mining  Co.,  Korea,  1900-03.  City  Engineer, 
Reno,  Nevada,  1903-  Member,  Firm  of  H.  E.  Stewart  Co., 
Civil  and  Mining  Engineers,  Metallurgists,  and  U.  S. 
Deputy  Mineral  Surveyors,  Reno,  Nevada. 

1895 

Joseph  Durkee,  B,  S.  (Min.  Eng.)  Married  Miss  Adelaide  Mcl- 
vina  Boyd  (B.  A.,  '96),  Aug.  16,  1S99.  Fireman  and  Con- 
ductor, Nevada-California-Oregon  R.  R.  Filterer,  Simmer 
&  Jack  Mine,  Germiston,  Transvaal. 

Albert  James  Flood,  B.  S.  (Min.  Eng.)  Married  Miss  .\d<iie  Frown, 
October,  1903.  Assayer,  Delamar  Ciold  Mining  Co.,  HcI.h- 
mar,  Nevada;  Randsburg,  Calif.  Grain  Kancli  near  daks- 
dale,  Wash. 

Wiufield  James  Flood,  B.  S.  (Min.  Eng.)  With  Jackson's  C\an;de 
Plant,  Silver  City,  Nevada,  1895.  Assistant  to  Fngini-'.-r 
Haist,  Conistock  Mines,  Virginia  City.  Mining  !•  ngitu-fr, 
Anaconda  Copper  Mining  Co.,  MontauR.  I-'i reman  and 
Asst.  Supt.,  Bell  Mine,  Anaconda  Cojiper  MiniiiLj  Cu., 
Butte,  Montana. 

*  Ralph  iyemmon  Osburn,  B.  S.  (Min.  Eng.);  Student,  Co<i])ir 
Medical  College,  San  Francisco,  Calif.,  1896  99.  I)ifii,  Rcn<>, 
Nevada,  Dec.  18,  1899. 

Frank  Henry  Saxton,  B.  S.  (Min.  Eng.);  Graduate  StuiU-nt, 
(Chemistry),  1897-98.  Mining,  Bridgeport,  Calif.  Min.- 
Captain,  Simmer  &  Jack  Mine,  Germiston.  Transvaal. 

1896 

Andrew  Hanson,  B.  S.  (Min.  l-ing.)     .Miner,  Virginia  City   Mines, 


•75 


TRI-DECENNIAL   CELEBRATION 

Nevada.     vSurveyor,     Kuights     Deep,     Lintd.,    Oermiston, 
Transvaal. 

John  Mitchell  Lafayette  Henry,  B.  S.  (Min.  Eng.);  M.  E.,  'oo. 
Principal,  Paradise  Public  School,  Nevada,  1897.  With 
Simmer  &  Jack  Mine,  Germiston,  Transvaal.  Consulting 
Engineer,  United  Rhodesia  Gold  Fields,  Lmtd.,  1901-03. 
Mine  Captain,  Simmer  &  Jack  Mine,  Germiston,  Transvaal, 
1903- 

Arthur  Page  Mack,  B.  S.  (Min.  Eng.);  M.  E.,  '03.  Mining,  Dayton, 
Nevada.  Supt.,  Hayden  Hill  Mining  Co.,  Hayden  Hill, 
Calif.,  1898.  Assayer,  Columbia  Gold  Mining  Co.,  Sumpter, 
Oregon. 

William  Henry  Segraves,  B.  S.  (Min.  Eng.)  Mining,  Trinity 
Co.,  Calif.  With  Keswick  Smelters;  Mammoth  Mine, 
Shasta  Co.,  Calif.  Supt.,  Keystone  Mine,  Sierra  Co.,  Calif., 
1900-01.  Mine  Manager,  United  Rhodesia  Gold  Fields, 
Lmtd.,  1901-03.  Chief  Surveyor,  Simmer  &  Jack  Mine, 
Germiston,  Transvaal,  1903- 

1897 

George  Russell  Bliss,  B.  S.  (Min.  Eng.)  Assayer,  Ely,  Nevada. 
Secy,  and  Asst.  Supt.,  Lake  Tahoe  R.  R.and  Transportation 
Co.,  Tahoe  City,  Calif. 

John  Newton  Evans,  B.  S.  (Min.  Eng.)  Pres.,  Washoe  Power  and 
Development  Co.,  Reno,  Nevada. 

Martin  Albert  Feeney,  B.  S.  (Min.  Eng.)  Mining  Surveyor, 
Butte,  Montana. 

Jerome  Blanchard  Higgins,  B.  S.  (Min.  Eug.)  Mining,  Seattle, 
Wash.,  1898.  With  Midas  Gold  Mining  Co.,  Harrison 
Gulch,  Calif.,  1900-03.  With  Rapidan  Gold  Mining  Co., 
Como,  Nevada,  1903;  Knights  Deep,  Lmtd.,  Germiston, 
Transvaal,  1903- 

Edraund  Dayton  Lachman,  B.  S.  (Min.  Eng.)  With  Oscar  J. 
Smith,  Sampling  and  Ore  Buying  Works,  Torres,  Sonora, 
Mex.;  Reno  Reduction  Works,  Reno,  Nevada;  Chas.  Butters' 
Cyanide  Plant,  Virginia  City;  Chas.  Butters  &  Co.,  Lmtd., 
El  Ore,  Mexico,  and  Copala,  Sinaloa,  Mex.;  Wilson  & 
Hodgins,  El  Oro,  Mexico,  Mex. 

John   Rollin   Magill,    B.   S.  (Min.  Eng.)     Mining,  Seattle,  Wash. 

176 


CATALOGUE   OF  GRADUATES 

Assayer,  Midas  Gold  Mining  Co.,  Harrison  Gulch,  Calif. 
Mining,  Ninth  Crossing,  Washoe  Co.,  Nevada,  1904.  With 
Midas  Gold  Mining  Co.,  Harrison  Gulch,  Calif. 

1898 

Philip  Enoch  Emery,  B.  S.  (Civ.  Eng.);  B.  S.  (Min.  Eng.),  '99. 
Draftsman,  OflBce  of  Surveyor  General  for  Nevada,  Reno, 
1898- 1903.  Inspector  of  Surveys,  U.  S.  Geological  Survey, 
1903. 

Wilbur  Seymour  Everett,  B.  S.  (Min.  Eng.)  Supt.,  Rhodes  Salt 
and  Borax  Works,  Rhodes,  Nevada. 

Donald  R.  Finlayson,  B.  S.  (Min.  Eng.)  Married  Miss  Bernice 
Worland,  Oct.  14,  1899.  With  Jackson's  Cyanide  Plants, 
Willow  Glen,  Washoe  Co.,  and  Silver  City,  Nevada;  Cya- 
nide Plant,  Sodaville.  Supt.,  Mill  at  Olinghouse.  Assayer, 
Sparks  Mining  Co.,  Reno.  Asst.  Mining  Supt.,  Loope, 
Alpine  Co.,  Calif.  With  Santa  Eulalia  Exploration  Co., 
Chihuahua,  Mex.,  1904- 

John  Allen  Fulton,  B.  S.  (Min.  Eng.);  M.  E.,  Columbia,  '00. 
Chief  Engineer  and  Assayer,  Selukwe  Gold  Mining  Co., 
Rhodesia,  1901-03.  Surveyor,  Angelo,  Comet,  and  Cason 
Mines,  East  Rand,  Transvaal,  1903- 

Fred  Morgan  Linscott,  B.  S.  (Min.  Eng.)  See  College  of  Agricul- 
ture, Class  of  '96. 

William  John  Luke,  B.  S.  (Min.  Eng.)  Overseer,  Donner  Lake 
Road-bed,  Calif.,  1898-99.  Supt.,  Leete'sSalt  Works,  Eaglc- 
ville,  Nevada.  Assayer,  Boston  Mine,  Yerington;  Tonopah. 
Supt.,  Pine  Grove  Mine.  Asst.  Supt.,  Rapidan  (iold  Mining 
Co.,  Como.  Supt.,  Gold  Mountain  Mining  Co.,  Butte  Co.. 
Calif.  Assayer,  Boston  Mining  Co.,  Puntarenas,  Costa  Rica, 
1904- 

John  Wesley  Thompson,  Jr.,  B.  S.  (Min.  l':ng.)  Married  .Miss 
Mamie  Hurley,  June  30,  1901.  Laborer  and  Mill  Hand, 
Silver  King  Mining  Co.,  Park  City,  Utah,  1898-99;  Assayer. 
1899-1900;  Civil  Engineer  and  Asst.  Mechanical  luiginccr, 
1900-01.  Mill  Foreman,  Checkmate  Mining  and  Milling 
Co.,  Pearl  River,  Idaho,  1901;  Gen.  Supt.,  1901-03.  Mechan- 
ical Engineer,  Kerns  Keith  Mining  Co.,  Park  City,  Utah, 
1903-04.  Mill  Foreman,  Silver  King  Mining  Co.,  1904- 
Park  City,  Utah. 


177 


TRI-DECENNUL   CELEBRATION 

1899 

Kmmet  Derby  Boyle,  B.  S.  (Min.  Eng.);  M.  R.,  '03.  Married  Miss 
Vida  McClure,  September,  1903.  Underground  Engineer, 
Le  Roi  Mine,  Rosslaud,  B.  C;  La  Minas  Esperanza,  El  Oro, 
Mexico,  Mex.  Supt.,  Rapidan  Gold  Mining  Co.,  Como,  Ne- 
vada.    Dayton,  Nevada. 

John  J.  Bristol,  B.  S.  (Min.  Eng.)  Asst.  Sampler,  Witwatersrand 
Deep,  1902-  Head  Sampler,  Simmer  &  Jack  Mine,  Oermis- 
ton,  Transvaal,  1902-03;  Head  Surveyor,  1904-  Germiston, 
Transvaal. 

Nelson  Harrison  Bruette,  B.  S.  (Min.  Eng.)  With  La  Minas 
Esperanza,  El  Oro,  Mexico,  Mex.  Mining,  South  Africa. 
Liverpool,  England. 

Nathaniel  Dunsdon,  B.  S.  (Min.  Eng.)  Assayer,  Republic,  Wash. 
Principal,  Austin  Public  vSchool,  Nevada,  1901-02.  Member, 
Trimble  &  Dunsdon,  Mining  and  Milling,  Silver  City,  Ne- 
vada. 

Philip  Enoch  Emery,  B.  S.  (Min.  Eng.)     See  Class  of  '98. 

David  Ferguson,  B.  S.  (Min.  Eng.)  Mining,  Jacksonville,  Calif. 
Machine  Man,  War  Eagle  Con.  Gold  Mining  Co.,  Rossland, 
B.  C.  Member,  Frazer  &  Ferguson,  Park  Canon  Cyanide 
Plant,  Nye  Co.,  Nevada,  1902.  With  Boston  Mining  Co.; 
Assayer,  Tres  Amigos  Mines;  Member,  Ferguson  &  vSmith, 
Metallurgists  and  Mine  Examiners,  Puntarenas,  Costa 
Rica. 

Robert  Hastings  Frazer,  B.  S.  (Min.  Eng.)  Assayer,  Copper 
Queen  Mine,  Bisbee,  Ariz.  Workman,  Concentrator,  Clis- 
ton,  Ariz.  Asst.  Assayer,  Rapidan  Gold  Mining  Co.,  Como, 
Nevada,  1900.  Member,  Frazer  &  Gooding,  Park  Canon 
Cyanide  Plant,  Nye  Co.,  1901;  Frazer  &  Ferguson,  1902. 
Assayer,  Reno,  Nevada,  1903- 

Jason  Mariner  Libbey,  B.  S.  (Min.  Eng.)  Married  Miss  Ida  A. 
Lamb,  June  25,  1903.  Manager,  Cyanide  Plant,  Reward, 
Inyo  Co.,  Calif. 

Alfred  Latting  Longley,  B.  S.  (Min.  Eng.)  Married  Miss  Victoria 
Josephine  Godfroy  (B.  A.,  '97),  April  21,  1900.  With  Engi- 
neer Corps,  War  Eagle  Con.  Gold  Mining  Co.,  Rossland, 
B.  C,   1899.     Assayer  and  Chemist,  La  Minas  Esperanza,  El 

178 


CATALOGUE   OF  GRADUATES 

Oro,  Mexico,  Mex.,  1900.  With  U.  vS.  Geoloj^ical  Survey, 
Butte,  Montana,  1901;  Geological  Department,  Anaconda 
Copper  Mining  Co.,  Butte,  Montana,  1902-03.  Su])t.,  Kini- 
berley  and  Jewel  Mines,  Marshall  Lake  Mining  Dist.,  via 
Council,  Idaho  Co.,  Idaho,  1903- 

Thomas  Wilniot  Mack,  B.  vS.  (Min.  Eng.)  Assayer  and  Surveyor, 
Comstock  Tunnel  Co.,  Sutro,  Nevada,  1900-01.  Hngincer, 
La  Minas  ICsperanza,  Ivl  Oro,  Mexico,  Mex.,  1901-04.  Engi- 
neer, Dvvight-Furness  Mining  Co.,  Guadalajara,  Mex. 

George  Raymond  Richard,  B.  S.  (Min.  Eng.)  With  U.  S.  Mint. 
Carson  City,  Nevada.  Mining,  Costa  Rica.  Assayer,  Tono- 
pah  Mining  and  Milling  Co.,  Tonopah,  Nevada. 

David  Curtis  Segraves,  B.  S.  (Min.  ling.)  Cadet,  U.  S.  Military 
Academy,  West  Point,  New  York. 

Robert  Emmet  Tally,  B.  S.  (Min.  Eng.)  Married  Miss  Josephine 
Vick,  1900.  Chemist,  Engineering  and  Metallurgical  Labo- 
ratory, Rossland,  B.  S.  Mine  Supt.,  Republic,  Wash;  Gem, 
Idaho. 

1900 

William  Frank  Berry,  B.  S.  (Min.  Eng.)  With  Gold  Bug  .Mine, 
Glendale,  Oregon. 

William  Henry  Brule,  B.  S.  (Min,  Eng.)  Married  Miss  Fern 
Gedney,  August,  1904.  Chemist,  Jackson's  Cyanide  Plant, 
Willow  Gleu,  Washoe  Co.,  Nevada.  Assayer,  Midas  Gold 
Mining  Co.,  Harrison  Gulch,  Calif.  Mill  Foreman,  Bam- 
berger Gold  Mining  Co.,  Delamar,  Nevada;  Grand  ICncamp- 
ment,  Wyoming. 

Daniel  William  Gault,  B.  S.  (Min.  Eng.)  With  Sparks  Mining 
Co.,  Reno,  Nevada;  Simmer  &  Jack  Mine,  Germistou,  Trans- 
vaal. 

David  Walker  Hays,  B.  vS.  (Min.  ICng.)  Married  Miss  Ida  May 
Holmes  (B.  A.,  '00),  March  6,  lyoi.  Surveyor,  California 
Highways  Commission,  1900.  .\sst.  Ivngineer,  U.  S.  Geo- 
logical Survey,  Fallon,  Nevada. 

William  Francis  Norris,  B.  S.  (Min.  Eng.)  Marrieil  .Miss  .Vnnie 
Flaws,  1903.  With  Nevada  Reduction  Works,  Dayton,  Ne- 
vada, 1902-03.     Dayton,  Nevada. 


179 


TRI-DECENNUL   CELEBRATION^ 

C'.ustav  Julius  Sielaff,  B.  S.  (Min.  Eug.)  Assajing  and  Mining, 
Virginia  City,  Nevada,  1900-02.  Foreman,  Tres  Aniigos 
Mill  and  Cyanide  Plant;  Manager,  Boston  Mines  Co.,  Punt- 
arenas,  Costa  Rica. 

.\lfred  Merritt  vSmith,  B.  S.  (Min.  Eng.)  Foreman,  Nevada  Reduc- 
tion Works,  Dayton,  Nevada,  1900-02.  With  Tres  Amigos 
Mines,  Puntarenas,  Costa  Rica,  1903-  Asst.  Manager,  Gua- 
cimal  Exploration  Co.,  Costa  Rica.  Member,  Firm  of 
Ferguson  &  Smith,  Metallurgists  and  Mine  Examiners, 
Puntarenas,  Costa  Rica. 

I9OI 

William  Leete  Hayes,  B.  S.  (Min.  Eng.)  Instructor,  Comstock 
Mining  School,  Nevada  Univ.,  Virginia  City,  Nevada. 
Solution  Man,  Crystal  Lake  Gold  Mining  Co.,  Lundy,  Calif. 
With  Shawmut  and  Nevada  Gold  Mining  Co.,  Fay,  Lincoln 
Co.,  Nevada. 

William  Arthur  Keddie,  B.  S.  (Min.  Eng.)  Draftsman,  OflBce  of 
U.  S.  Surveyor  General  for  Nevada,  Reno,  Nevada.  Asst. 
Engineer,  U.  S.  Geological  Survey,  Wadsworth,  Nevada. 

Frank  J.  Kornmayer,  B.  S.  (Min.  Eng.)  Foreman  and  Asst.  Supt., 
Nevada  Reduction  Works,  Dayton,  Nevada. 

Charles  Gay  Mayer,  B.  S.  (Min.  Eng.)  Assayer,  Smelting  Co., 
Matehuala,  Mex.  Tunnel  Transitman,  Southern  Pac.  R.  R., 
Reconstruction  Work.     Elko,  Nevada. 

William  Joseph  Moran,  B.  S.  (Min.  ling.)  Engineer,  Harper  & 
McDonald,  Butte,  Montana. 

Leroy  Levine  Richard,  B.  S.  (Min.  Eng.)  With  U.  S.  Mint,  Car- 
son City,  Nevada.  With  U.  S.  Geological  Survey.  With 
Agency  of  State  Bank  and  Trust  Co.,  Tonopah,  Nevada. 

Alfred  Reinhold  Sadler,  B.  S.  (Min.  Eng.)  Draftsman,  Office  of 
Surveyor  General  for  Nevada,  Reno,  Nevada,  1902- 

August  Henry  Schadler,  B.  S.  (Mech.  Eng.)  Assistant  to  Engi- 
neer of  Tests,  Southern  Pac.  R.  R.,  Sacramento,  Calif.,  1901. 
Draftsman,  Office  of  Surveyor  General  for  Nevada,  Reno, 
Nevada,  1902.  With  U.  S.  Geological  Survey,  Wadsworth, 
Nevada. 

Donald  Patterson  Stubbs,  B.  S.  (Civ.  Eug.)     With  Southern  Pac. 


CATALOGUE   OF  GRADUATES 

R.  R.,  St.  Paul,  Miun.,  Ennis,  Texas,  and  New  Orleans,  La. 
Travelling  Freight  Agent,  New  Orleans,  La. 

William  Leslie  Taylor,  B.  S.  (Min.  Eng.)  With  Survey  Corps, 
Western  Pac.  R.  R.,  1903.  With  Phillip's  Mill,  Silver  City. 
Nevada,  1904.  Assistant,  Resurvey  of  Boundary  between 
Lyon  and  Storey  Counties,  1904.     Silver  City,  Nevada. 

Richard  Charles  Tobin,  B.  8.  (Min.  Eng.)  Student,  Voice  and 
Composition,  New  England  Conservatory  of  Music,  Boston, 
Mass.,  1903-  II  Albemarle  Chambers,  Albemarle  St.,  Bos- 
ton, Mass. 

1902 

George  Edward  Anderson,  B.  S.  (JNIin.  Eng.)  Married  Miss  Ida 
Ede,  Feb.  21,  1904.  With  Nevada  Co.,  Berlin  Mine,  Nye 
Co.,  Nevada,  1902-03.     Principal,  Silver  City  School,  1903- 

Edwin  Percy  Arnot,  B.  S.  (Min.  Eng.)  Engineering  Aid,  U.  S. 
Geological  Survey,  Wadsworth,  Nevada,  1902-04.  Mining, 
Sutter  Creek,  Calif.,  1904- 

John  Carlton  Bray,  B.  S.  (Min.  Eng.)  With  Nevada  Co.,  Berlin 
Mine,  Nye  Co.,  Nevada,  1902-03.  With  U.  S.  Geological 
Survey,  Washoe,  Churchill,  and  Humboldt  Counties,  1903- 
04.  Assistant,  Reno  Chamber  of  Commerce,  1904.  Pros- 
pecting, Plumas  County,  Calif.,  1904.     Reno,  Nevada. 

John  Donald  Cameron,  B.  S.  (Mech.  Eng.)  Asst.  Bookkeeper,  J.  R. 
Bradley  Co.,  Reno,  Nevada.  Engineering  Aid,  U.  S.  Geo- 
logical Survey,  Hazen,  Nevada. 

Seymour  Case,  B.  S.  (Mech.  Eng.)  With  Union  Iron  Works,  San 
Francisco,  CaUf.,  1902-03;  U.  S.  Geological  Survey,  Wads- 
worth,  Nevada. 

Benjamin  Cleveland  Leadbetter,  B.  S.  (Min.  Eng.)  With  Ely 
Mining  Co.,  Ely,  Nevada,  1902-03.  Mine  Surveyor,  Touo- 
pah,  1903.  With  Simmer  i^:  Jack  .Mine,  Gerniiston,  Trans- 
vaal, 1904- 

John  S.  Mayhugh,  B.  S.  (Civ.  Ivng.)  With  Southern  Pac.  K.  K. 
Elko,  Nevada. 

Patrick  Joseph  Ouinn,  B.  S.  (Min.  l":ng.)  With  Chns.  Hulters" 
Cyanide  Plant,  Virginia  City,  Nevada;  Chas.  Butters  iv  Co., 
Lmtd.,  La  Union,  San  Salvador,  1903- 

181 


TRI-DECENNIAL   CELEBRATION 

Harford  Clay  Southworth,  R.  S.  (Min.  Kng.)  Kngineering  Aid, 
U.  vS.  Geological  Survey,  Wadsworth,  Nevada. 

1903 

Marcus  Givens  Bradshaw,  B.  S.  (Min.  Kng.)  With  Survey  Corps, 
Western  Pac.  R.  R.,  1903-04.  Mining,  Goldfield,  Nevada, 
1904- 

Edward  John  Erickson,  B.  S.  (Min.  Eng.)  Assayerand  Mill  Fore- 
man, Tonopah  Mining  and  Milling  Co.,  Tonopah,  Nevada. 
Mining,  Goldfield,  Nevada. 

Walter  Burt  Harrington,  B.  S.  (Min.  Eng.)  With  U.  S.  Geological 
Survey,  Wadsworth,  Nevada. 

Robert  Winfield  Hesson,  B.  S.  (Min.  Eng.)  Student,  Southern 
Pac.  R.  R.,  San  Francisco,  Calif. 

.\rthur  Leon  Kelley,  B.  S.  (Min.  Eng.)  Engineer,  Tonopah,  Ne- 
vada.    Foreman,  Combiaation  Mine,  Goldfield,  Nevada. 

Evan  Percy  Leadbetter,  B.  S.  (Mech.  Eng.)  Draftsman  and 
Overseer  of  Construction  Work,  BufiFalo  Forging  Co.,  Buffalo, 
New  York,  1903- 

Frank  Henry  Luke,  B.  S.  (Min.  Eng.)  Assayer  and  Surveyor, 
Pine  Grove,  Nevada.  Surveying,  Southern  Pac.  R.  R. 
Shops,  Sparks,  Nevada.  Sampler,  Simmer  &  Jack  Mine, 
Germiston,  Transvaal,  1904- 

Joseph  Page  Mack,  B.  S.  (Mech.  Eng.)  With  Sur\ey  Corps, 
Western  Pac.  R.  R.  Student,  Southern  Pac.  R.  R.,  San 
Francisco,  Calif. 

James  Gordon  McVicar,  B.  S.  (Min.  Eng.)  With  U.  S.  Geological 
Survey,  Wadsworth,  Nevada. 

Bernard  Francis  O'Hara,  B.  S.  (Min.  Eng.)  Cageman,  Ward 
Shaft,  Virginia  City,  Nevada. 

James  Garfield  Peckham,  B.  S.  (Min.  Eng.)  Married  Miss  Villa 
Mihills,  1903.  With  Nevada  Reduction  Works,  Dayton, 
Nevada,  1903-04.     Reno,  Nevada. 

Elbert  Alfred  Stewart,  B.  S.  (Min.  Eng.)  Assayer,  Tonopah,  Ne- 
vada. Asst.  City  Engineer,  Reno.  With  Midas  Gold  Min- 
ing Co.,  Harrison  Gulch,  Calif. 

Fred  Whitaker,  B.  S.  (Min.  Eng.)     Mining,  Arastra,  Colo, 


CATALOGUE  OF  GRADUATES 

1904 

William  Prince  Catlin,  B.  S.  (Min.  Eng.)     Goldfield,  Nevada. 

Fred  Joseph  Delonchant,  B.  S.  (Min.  Eng.)  Assayer,  Cyanide 
Plant,  Reward,  Inyo  Co.,  Calif.,  1904- 

AUen  Samuel  Ede,  B.  S.  (Min.  Eng.)     Vinton,  Calif. 

Benjamin  Allen  Evans,  B.  S.  (Mech.  Eng.)  With  Washoe  Power 
and  Development  Co.,  Reno,  Nevada,  1904- 

William  Michael  Kearney,  B.  S.  (Min.  Eng.)  With  Springfield- 
Nevada  Co.,  Olinghouse,  Nevada,  1904-  Joint  Mine  Owner 
with  H.  Thurtell.     Olinghouse,  Nevada. 

Fred  August  Nathan,  B.  S.  (Mech.  Eng.)  With  Cann  Drug  Co., 
Reno,  Nevada,  1896- 

James  Henry  Price,  B.  S.  (Min.  Eng.)  With  Union  Mining  Co., 
Copperopolis,  Calif.,  1904.  Time  Keeper,  U.  S.  Irrigation 
Canal  Construction  Work,  Derby,  Nevada,  1904- 

Frank  Philson  Thompson,  B.  S.  (Mech.  Eng.)  Draftsman,  Ne- 
vada Engineering  Works,  Reno,  Nevada,  1904- 

William  Bryant  Thompson,  B.  S.  (Mech.  Eng.)  Instructor  in 
Shop  Work  and  Drawing,  Nevada  Univ.,  1904- 

Nathaniel  Davis  Wright,  B.  S.  (Mech.  Eng.)  With  Southern 
Pac.  R.  R.,  Wadsworth,  Nevada.  Draftsman,  Wadsworth. 
Air  Inspector,  Southern  Pac.  R.  R.,  Sparks,  Nevada. 


183 


College   of  Agriculture   and 
Domestic   Arts 


1892 

William  Edward  Barney,  B.  S.  (Agri.)  Married  Miss  Eliza  Lemira 
Millett,  Oct.  18,  1899.  Principal,  Silver  City  Public  vSchool, 
Nevada,  1892-94.  Assayer  for  James  H.  Wardner,  Kennedy, 
1894;  Delamar,  1895.  Manager  of  Ferguson's  Cyanide 
Plant,  Hiko,  Lincoln  Co.,  1895.  Teacher,  Hiko,  1896.  As- 
sayer, Gold  Bug  Mine,  Eagle  Valley  Mining  Dist.,  1896-97. 
Part  Owner  of  the  Homestake  Claims.  Sought  for  the 
"Lost  Morman  Lead  Mine,"  1898.  Member,  Lincoln  County 
Board  of  Examiners,  1898.  Teacher,  Spring  Valley  School, 
Lincoln  Co.,  1899-1901.  Mining,  Wedekind  Mining  Dist., 
Washoe  Co.,  1900.     Teacher,  Provo,  Utah,  1901- 

Frederick  Stadtmuller,  B.  S.  (Agri.)  Asst.  Chemist,  Nevada 
Agricultural  Exp.  Station,  Nevada  Univ.,  JReno,  Nevada, 
1892-95.  With  Louch,  Augustine  &  Co.,  Wholesale  Grocers, 
Seattle,  Wash.,  1897-1900.  Teller,  Washoe  County  Bank, 
Reno,  Nevada,  1901- 

1895 

Samuel  Clark  Durkee,  B.  S.  (Agri.)  Married  Miss  Tessie  Hinch, 
1899.  With  Amedee  Borax  Works,  Calif.,  1895-96.  In- 
structor in  Mathematics  and  Asst.  Master  of  Lincoln  Hall, 
Nevada  Univ.,  Reno,  Nevada,  1897.  Shift  Boss,  Knights 
Deep,  Lmtd.,  Germiston,  Transvaal. 

1896 

Albert  Wallace  Cahlan,  B.  S.  (Agri.)  Married  Miss  Marion  Ed- 
munds (Normal,  '95),  June  29,  1S98.  Member,  Firm  of 
Folsom  &  Cahlan,  Reno,  Nevada.  Second  Lieut.,  U.  S. 
Volunteers,  1898.  Acting  Commandant,  Cadet  Corps,  Ne- 
vada Univ.,  1898.     Carpenter,  Reno,  Nevada. 

184 


CATALOGUE  OF  GRADUATES 

Fred  Morgan  Linscott,  B.  S.  (Agri.);  B.  S.  (Min.  Eng.),  '98.  Man- 
ager, Parry's  Livery  Stable,  Reno,  Nevada,  1897.  Acting 
Commandant,  Cadet  Corps,  Nevada  Univ.,  Reno.  Captain, 
Troop  B,  1st  Nevada  Cavalry,  U.  S.  Volunteers,  Philippine 
Islands.  Clerk,  U.  S.  Census  OflBce,  Washington,  D.  C. 
Asst.  Manager,  Diamond  Mountain  Mining  and  Milling  Co., 
Greenville,  Calif. 

Emmet  A.  Powers,  B.  S.  (Agri.)     Mine  Surveyor,  Butte,  Montana. 

1897 

Robert  Mauro  Brambila,  B.  S.  (Agri.);  Student,  U.  S.  School  of 
Engineering,  Leavenworth,  Kansas.  First  Lieut.,  14th  and 
2ist  Infantry,  U.  S.  Army,  Fort  Leavenworth,  Kansas. 
Chief  of  Constabulary,  Manila,  Philippine  Islands.  Sharer 
in  the  Relief  of  Pekin. 

1899 

John  Hitchcock  Chism,  B.  S.  (Agri.)  Proprietor,  Chism's  Dairy, 
Reno,  Nevada. 


i8s- 


State   Normal   School 


1889 

Maud  Daugherty  (Coulter),  First  Grade  Diploma;  Life  Diploma, 
1894.  Married  William  h.  Coulter,  Jan.  2,  1897.  Teacher, 
Palisade,  Nevada,  1889-1892;  Orangevale,  Calif.,  1892-95; 
Wells,  Nevada,  1895-97.     Reno,  Nevada. 

Mary  Louise  Sherman  (Middour),  First  Grade  Diploma.  Married 
William  L.  Middour,  May  17,  1892.  Principal,  Hawthorne 
Public  School,  Nevada,  1889-90.  Teacher,  Reno,  1891-92. 
Park  City,  Utah, 

Clarence  Dunn  Van  Duzer,  First  Grade  Diploma.  Married  Miss 
Nellie  Webster,  November,  1896.  Principal,  Hawthorne  Public 
School,  Nevada.  State  Land  Attorney  for  Nevada  at  Wash- 
ington, D.  C,  1891-98.  Dist.  Atty.,  Humboldt  County,  Ne- 
vada, 1898-1900.  Member  and  Speaker,  Assembly,  Twen- 
tieth Session  of  the  State  Legislature  of  Nevada,  1901. 
Congressman  for  Nevada,  1902-     Washington,  D.  C. 

Lillian  May  Werner  (Audrain),  First  Grade  Diploma;  Life  Di- 
ploma, 1897.  Teacher,  Spanish  Springs  School,  Washoe  Co., 
Nevada;  Long  Valley,  Calif.;  Battle  Mountain,  Nevada; 
Markleeville,  Calif.     Carson  City,  Nevada. 

1890 

Blanche  A.  Atherton  (Nagle),  First  Grade  Diploma;  Life  Diploma, 
1894.  Teacher,  Smith  Valley  School,  Nevada,  1890;  Eureka, 
1894.     Oregon. 

Mary  Clow,  First  Grade  Diploma.  Graduate,  Moody's  Institute, 
Chicago,  111.     Missionary,  Macao,  China. 

Frances  Antoinette  Frey,  First  Grade  Diploma;  Life  Diploma, 
1894.  Teacher,  North  Truckee  School,  Washoe  Co.,  Nevada, 
1891-95;  Reno,  1895- 

Helena  Elizabeth  Joy,  First  Grade  Diploma;  Life  Diploma,  1S94. 

186 


CATALOGUE   OF  GRADUATES 

Teacher,  Reno,  Nevada,  1891-1904;  Los  Aiiyeles,  Calif.,  up4- 
12033^  Dewey  Ave.,  Los  Angeles,  Calif. 

Persia  E.  Lemmon,  First  Grade  Diploma.  Teacher,  Spanish 
Springs  School,  Washoe  Co.,  Nevada,  1890;  Peavine  School, 
Washoe  Co.,  1894.     Reno,  Nevada. 

Jennie  McFarlin  (Edmonson),  FirstGrade  Diploma;  Life  Diploma, 
1894.  Teacher,  Sheepshead,  Nevada,  1892;  Lake  School, 
Humboldt  Co.,  1894-96.     Merced,  Calif. 

Adeline  Louise  Morton  (Norcross),  First  Grade  Diploma;  Life 
Diploma,  1894.  Married  Frank  H.  Norcross  (B.  A.,  '91), 
July  10,  1895.  Teacher,  Verdi,  Nevada,  1890-91;  Carson 
City,  1891-94.     Reno,  Nevada. 

Annie  Olcovich,  First  Grade  Diploma;  Life  Diploma,  1S94. 
Teacher,  Clear  Creek  School,  Ormsby  and  Douglas  Coun- 
ties, 1890-94;  Denver,  Colo.,  1894- 

Hattie  E.  Rhodes  (Pierson),  First  Grade  Diploma.  Married 
Clarence  Pierson,  May  31,  1902.  Teacher,  Verdi,  Nevada. 
1894-95;  Reno,  1895-97.     Reno,  Nevada. 

Elizabeth  C.  Savage  (Grover),  First  Grade  Diploma,  Tfachtr, 
Laughton    School,  Washoe  Co.,  Nevada,  1892. 

Charlotte  Shaber  (Rockey),  First  Grade  Diploma.  Teacher,  CUoii- 
dale  School,  Washoe  Co.,  Nevada,  1892.  Winneniucca,  Ne- 
vada. 

Julia  Mary  Snow  (Thurtell),  FirstGrade  Diploma;  Life  Diploma. 
1894.  Married  Henry  Thurtell.  Aug.  5,  1896.  Teacher, 
Reno,  Nevada,  1890-96.     Reno,  Nevada. 

189I 

Mary  Applegate  (Kohler),  I'irst  Grade  Diploma.  Married 
Thomas  Kohler.     Truckee,  Calif. 

Mary  Rose  Clark,  First  Grade  Dii)loma;  Life  Diploma,  1S94. 
U.  S.  Postal  Clerk,  Reno,  Nevada,  1901-04.  I'roprictor. 
Poulty  Ranch.     Reno,  Nevada. 

William  Crebo  Hancock,  First  Grade  Diploma;  Life  Diiilonm, 
1894.  Married  Miss  Huntsman.  Principal.  Hattle  Moun- 
tain Public  School,  Nevada,  1892;  Dayton,  1S94. 

Kate  Frost  Kinney  (Robison),  First  Grade  Diploma;  Life  Diploma, 
1894.     Married    Roy   L.   Robison,    Sept.  25,   1901.     Teacher. 

187 


TRl-DECENNUL   CELEBRATION 

Grantsville,    Nye  Co.,   Nevada;    Austin,    189394;    Glentlale 
School,  Washoe  Co.,  1894- 1901.     Sparks,  Nevada. 

Mary  Frauces  Lane  (O'Leary),  First  Grade  Diploma;  Life  Diploma, 
1894.  Married  William  O'Leary.  Teacher,  Verdi,  Nevada, 
1892;  Wadsworth,  1894;  Lovelocks,  1896.  Lovelocks,  Ne- 
vada. 

Louisa  Lewis,  First  Grade  Diploma;  Life  Diploma,  1898.  Teacher, 
Central  School,  Humboldt  Co.,  Nevada,  1894;  Fly,  1896; 
Preston,  White  Pine  Co.,  1900;  Zelda,  Churchill  Co.,  1902; 
North  Truckee  School,  Washoe  Co.,  1904-     Reno,  Nevada. 

Ottilia  Ida  Irene  Quadri  (Sister  Bertrand),  First  Grade  Diploma. 
Teacher,     Parochial     School,    Reno,    Nevada,    1891- 

Rlla  Maud  Truscott,  First  Grade  Diploma;  Life  Diploma,  1898. 
Teacher,  Bishop,  Calif. 

.Arda  Frances  Van  Duzer  (Wilson),   First  Grade  Diploma;   Life 

Diploma,    1894.     Married   Marion  S.  Wilson,  Aug.  30,  1896. 

Teacher,   Eureka,    Nevada,   1891-93;  Reno,   1893-96.     Elko, 
Nevada. 

Mabel  Wallace,  First  Grade  Diploma.  Teacher,  Fowler,  Calif., 
1891-1902. 

Grace  Viola  Ward,  First  Grade  Diploma;  B.  A.,  '95.  See  College 
of  Arts  and  Science,  Class  of  '95. 

1892 

Cora  May  Ede  (Brown),  First  Grade  Diploma.  Married  Charles 
P.  Brown  (B.  S.,  Min.  Eng.,  '93),  May  16,  1894.  Reno,  Ne- 
vada. 

Estella  B.  Ede  (Brooks),  First  Grade  Diploma;  Life  Diploma,  1897. 
Married  J.  F.  Brooks,  September,  1900.  Critic  Teacher, 
Normal  Training  School,  Nevada  Univ.,  1892-1900.  Hotel 
Vendome,  San  Jose,  Calif. 

Mary  Margaret  Mayberry,  First  Grade  Diploma;  Life  Diploma, 
1899.  Teacher,  Laughton  School,  Washoe  Co.,  Nevada, 
1893-98;  Reno,  1898- 

Clara  Alma  Taylor,  First  Grade  Diploma.  Teacher,  Big  Meadows 
School,  Humboldt  Co.,  Nevada,  1S93-94.  Stenographer, 
Allegheny,  Penu.,  1S94- 


CATALOGUE  OF  GRADUATES 

Rena  E.  Allison  (Stone),  First  Grade  Diploma;  Life  Diploma,  1898. 

Ogden,  Utah. 
Minnie  Ella  Bunker,  First  Grade  Diploma.     Married.     California. 
Clara    Emma    Litch    (Gibson),   First   Grade   Diploma.     Married 

Frank  Gibson,  August,  1894.     Amedee,  Calif. 
Grace   Estella  Palmer  (Rassmassen),   First  Grade  Diploma;   Life 

Diploma,  1897.   Married    Mr.    Rassmassen,   1903.     Teacher, 

Pyramid  School,  Washoe  Co.,  Nevada,  1894;  Aurora,  1896. 

Morgan,  Utah. 
Mary  Estella  Rhodes,  First  Grade  Diploma;  Life  Diploma,  1897. 

Teacher,    Reno,    Nevada,    1S93-98;    Eureka;    Winneuiucca, 

1900;  Reno,  1903- 
Stella  Nevada  Webster,  Grammar  Grade  Diploma,  1901.     Teacher, 

Reno,  Nevada,  1902- 

1894 

Josephine  Mary  Blume,  First  Grade  Diploma;  High  School  Cer- 
tificate, 1904.  Teacher,  Mineral  Hill,  Eureka  Co.,  Nevada, 
1894-95;  Clover  Valley  School,  Elko  Co.,  1895-1900;  Reno, 
1900- 

Thomas  Arthur  Brandon,  First  Grade  Diploma;  High  School  Di- 
ploma, 1899;  Life  Diploma,  1901.  Teacher,  Ruby  Central 
School,  Elko  Co.,  Nevada,  1894-96;  Franktown,  1896-9S; 
Wells,  1899-1900;  Reno,  1900- 

Jennie  Vaughan  Jameson,  First  Grade  Diploma.  Teacher,  Iluf- 
faker  School,  Washoe  Co.,  Nevada,  1894;  Verdi,  1896;  Brown 
School,  Washoe  Co.,  1898;  Reno,  1900-04.     Reno,  Nevada. 

Cora  Elizabeth  Light  (Maxson),  First  Grade  Diploma.  Married 
Jesse  Maxson,  April,  1904.     Truckee,  Calif. 

Katherine  Orilla  Mapes  (Fulton),  First  Grade  Diploma.  Married 
Waldron  H.  Fulton,  May  11,  1898.     Reno,  Nevada. 

Lucy  Virginia  Parker,  First  Grade  Diploma;  Life  Diploma,  1900. 
Teacher,  Franktown,  Nevada,  1894;  Wadsworth,  1896-9S. 
Principal,  Hawthorne  Public  School,  1900.  Teacher,  Spring 
Valley  School,  Humboldt  Co.,  1904.     Foltz,  Nevada. 

Josephine  Emma  Robertson  (Driver),  First  Grade  Diploma. 
Teacher,  Eureka,  Nevada,  -1894;  Snake  Valley  Scluxil. 
White  Pine  Co.,  1900. 

189 


TRI-DECENNIAL   CELEBRATION 

Lola  Nella  Thorns  (Dunkle).  Married  Dan  Dunkle,  September, 
1894.     Vallejo,  Calif. 

Frances  Wright,  First  Grade  Diploma.  Teacher,  Brown  School, 
Washoe  Co.,  Nevada,  1894-96;  North  Truckee  School, 
Washoe  Co.,  1898;  1902;  Reno,  1904- 

Ottilia  Margaret  Zecherle,  First  Grade  Diploma;  Life  Diploma, 
1900.  Teacher,  White  Plains,  Nevada,  1898;  Rabbit  Creek, 
White  Pine  Co.,  1898;  Cottonwood  vSchool,  Churchill  Co., 
1900;  Dewey  School,  Elko  Co.,  1902-  Huntington  Valley, 
Elko  Co.,  Nevada. 

1895 

May  Allen  (Richards),  First  Grade  Diploma.  Married  Charles 
Richards,  1902.  Teacher,  St.  Clair,  Churchill  Co.,  Nevada, 
1896;  Silver  City,  1898.     Silver  City,  Nevada. 

Eva  Irene  Bradshaw,  First  Grade  Diploma;  Life  Diploma,  1901. 
Teacher,  Silverpeak,  Esmeralda  Co.,  Nevada,  1896;  School 
No.  12,  Lyon  Co.,  1898;  Smith,  Lyon  Co.,  1900;  Huffaker 
School,  Washoe  Co.,  1902-04.     Reno,  Nevada. 

Edna  Nevada  Catlin  (Baker),  First  Grade  Diploma;  Life  Di- 
ploma, 1902.  Married  F.  W.  Baker,  August,  1902.  Teacher, 
Carson  City,  Nevada,  1896.  Principal,  Wells  Public  School, 
1900.     Winnemucca,  Nevada. 

Marion  Edmunds  (Cahlan),  First  Grade  Diploma.  Married 
Albert  W.  Cahlan  (Agri.,  '96),  June  29,  1898.  Teacher,  An- 
derson School,  Washoe  Co.,  Nevada,  1895-98.  Reno,  Ne- 
vada. 

Helen  Murphy,  First  Grade  Diploma;  Life  Diploma,  1901. 
Teacher,  Peavine  School,  Washoe  Co.,  Nevada,  1896-1900. 

Kathrin  Isabelle  Robb  (Greeno),  First  Grade  Diploma.  Married 
George  W.  Greeno,  Aug.  31,  1899.  Teacher,  Long  Valley, 
Calif.,  1895-97;  Mills  City,  Humboldt  Co.,  1897;  Lewis, 
Lander  Co.,  Nevada,  1898-99.     Milford,  Calif. 

Mary  Anna  Robb  (Cavanaugh),  First  Grade  Diploma.  Married 
Fredrick  J.  Cavanaugh,  April  19, 1903.  Teacher,  Wightman 
School,  Churchill  Co.,  Nevada,  1896;  Spring  Valley,  White 
Pine  Co.,  1898;  Upper  South  Fork  School,  Elko  Co.,  1902. 
Carson  City,  Nevada. 


190 


CATALOGUE   OF  GRADUATES 

*  Wilhelmina  Ottilia  Sadler  (Plummer),  First  Grade  Diploma; 
Life  Diploma,  1900.  Married  Benjamin  Plummer,  June, 
1902.  Teacher,  Gerald  School,  Ivureka  Co.,  Nevada,  1896; 
Eureka,  1898;  South  Fork,  Elko  Co.,  and  Mineral  Hill, 
Eureka  Co.,  1899-1900.     Died,  Carson  City,  Sept.  5,  1903. 

Ina  Hannah  Stiner  (B.  A.,  '93),  First  Grade  Diploma.  See  Col- 
lege of  Arts  and  Science,  Class  of  '93. 

1896 

Agnes  Bell  (B.  A.,  '93),  First  Grade  Diploma.  See  College  of  .-^rts 
and  Science,  Class  of  '93. 

Frederica  Louise  Blume  (Blaney),  (B.  A., '95),  First  Grade  Diploma. 
See  College  of  Arts  and  Science,  Class  of  '95. 

Lillian  Amelia  Campbell  (Murphy),  Grammar  Grade  Diploma. 
Teacher,  Duck  Lake  School,  Washoe  Co.,  Nevada,  1898. 

Maude  Lillian  Douglas  (Sample),  Grammar  Grade  Diploma.  Mar- 
ried S.  M.  Sample,  April,  1904.  Teacher,  Clarks  Schml. 
Washoe  Co.,  Nevada,  1896;  Fairview  School,  Humboldt  Cn.. 
1898;  Reno,  1899-04.     Reno,  Nevada. 

Ella  Cathrine  DuflFy,  First  Grade  Diploma.  Teacher,  Silver 
Creek,  Lander  Co.,  Nevada,  1898.     Austin,  Nevada. 

Mary  Agnes  Erwin  (Thompson),  First  Grade  Diploma.  Married 
John  Thompson,  Jr.  Teacher,  Echo  School,  Esmeralda  Co., 
Nevada,  1896;  Independence,  Ivlko  Co.,  1900. 

Louise  Donahue  Evans  (Sawyer),  First  Grade  Diploma.  Married 
George  O.  Sawyer,  Teacher,  Pioche,  Nevada,  1896. 

Lucy  May  Grimes,  Grammar  Grade  Diploma;  High  School  Di- 
ploma, 1898;  B.  A.,  '00.  See  College  of  Arts  and  Science, 
Class  of  '00. 

Edith  Frances  Hurd,  Grammar  Grade  Diploma.  Teacher.  Rtxip. 
Washoe  Co.,  Nevada,  1896;  Quinn  River  Sch(x)l.  Humboldt 
Co.,  1898-1900.     Reno,  1904-     Reno,  Nevada. 

Margaret  B.  Hymers  (Campbell),  First  Grade  Diploma.  Marrit-d 
Charles  Campbell,  November,  1900.  Teacher,  Chiatovich 
School,  Esmeralda  Co.,  Nevada,  189^.-98;  Reno,  1898-1900. 
Reno,  Nevada. 

LillianJones(McLeod),  Grammar  Grade  Diploma.  Teacher,  Plum- 
mer School,   Lyon  Co.,   Nevada,   1896;   School  No.  8,  Lyon 

191 


TRI-DECENNUL   CELEBRATION 

Co.,  189S;  Meissner  School,  Lyon    Co.,  1900.     Sodaville,  Ne- 
vada. 

Josephine  Kelley  (Ascher),  First  Grade  Diploma.  Married  Dr. 
J.  A.  Ascher,  1898.  Teacher,  Duck  Creek  School,  White 
Pine  Co.,  Nevada,  1896.     Sparks,  Nevada. 

*  Edith    McLear    (Nichols),     First     Grade     Diploma.     Teacher, 

Sierra  Valley,  Calif.     Died,  Reno,  Nevada,  December,  1901. 

Agnes  Jean  Maxwell,  First  Grade  Diploma;  High  School  Diploma, 
1897;  B.  A.,  '01.  Teacher,  Wightman  School,  Churchill  Co., 
Nevada,  1897-99.  See  College  of  Arts  and  Science,  Class  of 
'01. 

*  Katherine  Glenn   Mayberry,    First  Grade    Diploma.     Teacher, 

Clarks   School,    Washoe    Co.,    1898.     Died,    Reno,    Nevada, 
Aug.  12,  1898. 
Leona  Mitchell,  First  Grade  Diploma.     Beckwith,  Calif. 

Kate  Moore,  Grammar  Grade  Diploma.  Teacher,  Spanish 
Spring  School,  Washoe  Co.,  Nevada,  1896-98;  San  Fran- 
cisco, Calif. 

Mary  Jane  Mulcoy,  First  Grade  Diploma;  High  School  Diploma, 
1897;  Life  Diploma,  1901.  Teacher,  Kureka,  Nevada,  1898; 
Upper  South  Fork  School,  Elko  Co.,  1899;  Sulphur 
Springs  School,  Eureka  Co.,  1900;  Fort  Ruby,  Elko  Co., 
1901;  Pleasant  Valley  School,  Humboldt  Co.,  1902-  Ken- 
nedy, Nevada. 

Belle  Rulison  (Small),  First  Grade  Diploma;  Life  Diploma,  1901. 
Married  Fred  Small.  Teacher,  Fallon,  Nevada,  1896.  Reno, 
Nevada. 

Augusta  M.  Saxton,  First  Grade  Diploma.  Principal,  Gardnerville 
Public  School,  Nevada,  1898.  Teacher,  Glenbrook,  1900. 
Carson  City,  Nevada. 

1897 

Frances  Belle  Allen  (Wogan),  Grammar  Grade  Diploma.  Mar- 
ried Chris  Wogan.  Teacher,  Silver  City,  Nevada,  1897-99. 
Sparks,  Nevada. 

Jessie  Parker  Beck,  Grammar  Grade  Diploma.  Teacher,  Marker 
School,  Humboldt  Co.,  Nevada,  1S98;  Fairview  School, 
Humboldt  Co.,  1900;  Reno,  1900-     Reno,  Nevada. 


192 


CATALOGUE  OF  GRADUATES 

*  Nettie  Benson  (Gates),  Grammar  Grade  Diploma.  Married 
Charles  E.  Gates,  Sept.  i8,  1901.  Teacher,  Lewis,  Lander 
Co.,  Nevada,  1898;  McDerniitt,  1898-99;  Brown  Schcxjl, 
Washoe  Co.,  1899-1900.  Died,  Wadsworth,  Nevada,  Jan.  2, 
1903. 

Maude  Mary  Blake,  High  School  Diploma.  Teacher,  Toano,  Elko, 
Co.,  Nevada,  1898-1900.     Virginia  City,  Nevada. 

Charlotte  Elizabeth  Crocker,  Grammar  Grade  Diploma.  Teacher, 
Glendale  School,  Washoe  Co.,  Nevada,  1900-02.  Reno,  Ne- 
vada. 

Hugh  Elliot  Crutcher,  High  School  Diploma;  Life  Diploma,  1902. 
Principal,  Bruneau  Public  School,  Idaho. 

Anna  Kathry n  Donahue  (Kaney),  High  School  Diploma.  Teacher, 
Palisade,  Nevada,  1898. 

Margaret  Vivian  Donahue,  High  School  Diploma.  Teacher, 
School  No.  9,  Lyon  Co.,  Nevada,  1898.  Principal,  Yerington 
Public  School,  1900.     Virginia  City,  Nevada. 

Martha  Clara  Fanning  (Riley),  High  School  Diploma.  Married 
W.J.  Riley,  September,  1902.  Teacher,  Virginia  City,  Ne- 
vada, 1900.     109  Elm  Ave.,  San  Francisco,  Calif. 

Bessie    Flewellen,    High    School    Diploma.       Teacher,      Alpine, 

Churchill    Co.,    Nevada,    1898.     Stillwater,    Churchill   Co., 

1900-02;  St.  Clair,  Churchill  Co.,  1904- 
Rose   Gooding     (Day),  High    School    Diploma.     Married   James 

Day.     Teacher,  Reese  River,  Nevada.     Austin,  Nevada. 
Martha    De    Ette    Gould    (Dinsmore),    High    School     Diploma. 

Teacher,  Eureka,  Calif.,  1897-1900.     Fruitvale,  Calif. 
Lucinda  Rhoda  Harper,   High   School    Diploma.     Virginia  City, 

Nevada. 
Pearl  Hart  (Doyle),  High  School  Diploma.     Marrie<l  D.  J.  Doyle, 

July  12,  1904.     Teacher,  Rouud  Valley  School,  Lincoln  Co., 

Nevada,  1900;     Spring  Valley  School,  Lincoln  Co.,   1902-04. 

Stocktou,  Calif. 
Grace  Tevis   Herrick,   High   School   Diploma.     Teacher,   Carson 

City,  Nevada,  1898- 
Cora    Mcl'arlin    (Weldon),   Grammar   Grade    Diploma.     Married 

Leroy      D.     Weldon,     1900.     Teacher,     Anderson     School. 

Washoe  Co.,  Nevada,  1900.     Reno,  Nevada. 

193 


TRI-DECENNUL   CELEBRATION 

Mae  Elizabeth  Marshall  (Foster),  High  School  Diploma.  Mar- 
ried J.  O.  Foster,  April,  1901.  Teacher,  Capistrano,  Calif., 
1897-1901.     Capistrano,  Calif. 

Agues  Jean  Maxwell  (First  Grade  Di])lonia,  1896),  High  School 
Diploma;  B.  A.,  '01.  See  College  of  Arts  and  Science,  Class 
of  '01. 

Mary  Jane  Mulcoy  (First  Grade  Diploma,  1896),  High  School  Di- 
ploma.    See  Class  of  '96. 

Elva  C.  Patterson  (Larson),  High  School  Diploma;  Life  Diploma, 
1902.  Married  O.  W.  Larson,  October,  1903.  Teacher, 
Genoa,  Nevada,  1900;  Tonopah,  1902.     Bishop,  Calif. 

Janette  Pearce  (Williams),  High  vSchool  Diploma.  Married  F,d- 
ward  A.  Williams,  June,  1903.  Teacher,  Bishop,  Calif., 
1898-1900;  Churchill  County,  Nevada,  1900-1902;  Red  Rock, 
Washoe  Co.,  1903.     Reno,  Nevada. 

Theresa  Peter,  High  School  Diploma.  Teacher,  Franktown,  Ne- 
vada, 1900;  Ruby  Valley,  Elko  Co.,  1902- 

Marie  Louise  Rinckel,  High  School  Diploma.  Teacher,  State  Or- 
phans' Home,  Carson  Citj',  Nevada. 

Emily  Margaret  Sparks,  High  School  Diploma.  Teacher,  Ruby 
Valley,  Nevada,  1898-1900;  Ruby  Central  School,  1902;  Starr 
Valley  School,  1904.     Deeth,  Nevada. 

Mae  E.  Stack,  Grammar  Grade  Diploma.  Teacher,  Reese  River 
School,  Nevada,  1902;  Blue  Spring  School,  Nye  Co.,  1904. 
Junction,  Nye  Co.,  Nevada. 

Alice  Lillian  Thompson,  Grammar  Grade  Diploma.  Teacher, 
Fallon,  Nevada,  1897-99;  Ash  Spring  School,  Lincoln  Co., 
1900;  Buffalo  School,  Washoe  Co.,  1901;     Tonopah,  1903- 

Alice  Myrtle  Trembath  (Mauser),  High  School  Diploma.  Mar- 
ried Charles  Mauser.     San  Francisco,  Calif. 

Bertha  Ellen  Twombly,  High  School  Diploma.  Substitute 
Teacher,  Boyer,  Humboldt  Co.,  Nevada,  1897.  Teacher, 
Stofiel,  Elko  Co.,  1897;  McGill,  White  Pine  Co.,  1898-99; 
Brunswick  School,  Ormsby  Co.,  1900-02;  Mill  Station  School, 
Washoe  Co.,  1902-04.  Teacher  elect.  Sparks,  1904-  Reno, 
Nevada. 

Lillian  May  Virgin,  Grammar  Grade  Diploma.  Teacher,  Clear 
Creek  School,  Ormsby  and  Douglas  Counties,  Nevada,  1900; 
Glenbrook,  1902;  Genoa,  1904- 


•94 


CATALOGUE   OF  GRADUATES 

Emma  K.  Wallace,  High  School  Diploma;  Life  Diploma,  1902. 
Frederick  Eugeue  Walts,  (B.  A.,  '96).  High  School  Diploma.    See 
College  of  Arts  and  Science,  Class  of  '96. 

1898 

Annie  Evelyn  Barclay  (Morgan),  High  School  Diploma.     Married 

Dan  Morgan.     Virginia  City,  Nevada. 
Alice  Emeline  Brewer,   High   School  Diploma.     Teacher.  Secret 

Valley  School,  Elko  Co.,  Nevada,  1900.     Halleck,  Nevada. 
Thomas    Pollock    Brown,   Grammar   Grade    Diploma;    B.   A.,  '99. 

See  College  of  Arts  and  Science,  Class  of  '99. 
Clara    Cassandra   Choate,    Grammar   Grade    Diploma.     Teacher. 
Sonoma  School,  Humboldt  Co.,  Nevada,  1904;     Buena  Vista 
School,  Humboldt  Co.,  1904.     Unionville,  Humboldt  Co..  Ne- 
vada. 
Lulu  Olivia  Culp.  Grammar  Grade  Diploma;  B.  A.,  '00.     See  Col- 
lege of  Arts  and  Science.  Class  of  '00. 
Mamie  J.  Delaney,  Grammar   Grade    Diploma.     Teacher,    Verdi. 

Nevada,  1S98-1900.     Panaca,  Lincoln  Co.,  1902-04. 
Ella   Cathrinc  Duffy  (First  Grade  Diploma,  1S96),    High  School 

Diploma.     See  Class  of  '96. 
Lucy  May  Grimes  (Grammar  Grade  Diploma,  1896).  High  School 
Diploma;  B.  A.,  '00.     See  College  of  Arts  and  Science.  Class 
of  '00. 
Louise  M.    Hinch,    High   School   Diploma.      Stenographer,    San 

Francisco,  Calif. 
May    Frances    Hogan,   High    School    Diploma.     Teacher,   Clarks 

School,  Washoe  Co.,  Nevada,  1900;  Washoe  City,  1904- 
Isabelle    Mary    Kelley,    High    School    Diploma.     Teacher.  Butte. 

Montana. 
Edith  Nevada  La  Valliere.  Grammar  Grade   Diploma.     Teacher. 

Halleck,  Nevada,  1898. 
Minnie    MertiUa   Lounsbury    (Wrinkle).    High    Schwl    Diploma. 

Inyo  County,  Calif. 
Emma  Nevada  Marx.  High  School  Diploma.     Teacher.  Hawthorne. 

Nevada,  1900;  Principal,  1902.     Virginia  City,  Nevada. 
Sadie  Mitchell,  Grammar  (inulc  Diploma;  High  School  Diploma. 

>95 


TRI-DECENNUL   CELEBRATION 

1899.   Teacher,  Lauj^hton  Scliool,  Washoe  Co.,  Nevada,  1900. 
Principal,  Verdi  Public  School,  1902- 

Hattie  Paris  (Bliss),  High  School  Diploma.  Married  Clyde  Bliss, 
1903.     Hobart  Mills,  Calif. 

Nellie  B.  Robbins  (Williams),  High  School  Diploma.  Married 
William  H.  Williams,  May,  1902.  Teacher,  Stillwater, 
Churchill  Co.,  1900.     Fallon,  Nevada. 

PMna  Mary  Robison,  High  School  Diploma.  Teacher,  lone 
School,  Nye  Co.,  Nevada,  1898-99;  Reese  River,  1899-1900; 
Washoe  City,  1900-01.     Reno,  Nevada. 

Sarah  Elizabeth  Ryan  (Wright),  High  School  Diploma.  Married 
William  Wright.  Teacher,  Jackson  School,  Elko  Co.,  Ne- 
vada, 1898.     Virginia  City,  Nevada. 

Jean  Louise  Sweetman,  High  School  Diploma.  Teacher,  Red 
Rock  School,  Washoe  Co.,  Nevada,  1900. 

Florence  Tannahill,  Grammar  Grade  Diploma.  Teacher,  Reese 
River,  Nevada,  1904. 

Annie  Theelan,  High  School  Diploma.  Teacher,  St.  Clair,  Church- 
ill Co.,  Nevada,  1898-1900;  Fallon,  1902- 

Minnie  Sophia  Wolfe,  High  School  Diploma.  Teacher,  Leetville. 
Churchill  Co.,  Nevada,  1898;  Winnemucca,  1900- 

1899 

Florence  Bain,  Grammar  Grade  Diploma.  Teacher,  Buena  Vista 
School,  Humboldt  Co.,  1901-02;  Island  Mountain  School, 
Elko  Co.,  1904-     Gold  Creek,  Elko  Co.,  Nevada. 

Carrie     Wapp    Bradshaw   (Blundell),  Grammar    Grade  Diploma. 

Married   Thomas  H.  Blundell,  Dec.  25,  1900.     Wadsworth, 

Nevada. 
Gussie  Carnelia  Bradshaw  (McGinnis),  Grammar  Grade  Diploma. 

Married   George    L.    McGinnis,    July     15,    1900.     Teacher, 

Deeth,    Nevada,   1899;   McDermitt,   1899-1900.     McDermitt, 

Nevada. 
Thomas    Arthur    Brandon    (First    Grade    Diploma,    1894),   High 

School  Diploma.     See  Class  of  '94. 
Frances  Case,  High  School  Diploma.    Teacher,  Paradise  School, 

Humboldt  Co.,  Nevada,  1900-     Paradise  Valley,  Nevada. 


196 


CATALOGUE   OF  GRADUATES 

Carrie  Christiana  Choate,  High  School  Diploma.  Teacher,  Pueblo 
School,  Humboldt  Co.,  Nevada,  1900;  Sonoma  School, 
Humboldt  Co.,  1902;  Buena  Vista  School,  Humboldt  Co., 
1904-     Unionville,  Nevada. 

Mamie  Janette  Delaney,  High  School  I^iploma.  Virginia  City, 
Nevada. 

Florence  Julie  Dietz,  High  School  Diploma.  Teacher,  .Antelope, 
Eureka  Co.,  Nevada,  1899-1900;  Gait,  Calif.,  1903.  218  East 
Fremont  St.,  Stockton,  Calif. 

Margaret  Genevieve  F'arley,  Grammar  Grade  Diploma.  Teacher, 
Bonham  School,  Washoe  Co.,  Nevada,  1902.  Long  Valley, 
Calif. 

Maude  Estelle  Hapgood,  High  School  Diploma.  Teacher,  Pine 
Grove,  Esmeralda  Co.,  Nevada,  1900;  Osceola,  White  Pine 
Co.,  1904. 

Jessie  Leslie  Harper,  High  School  Diploma.  Teacher,  Candelaria, 
Nevada,  1900;  Kingston,  Lander  Co.,  1904.  Virginia  City, 
Nevada. 

Amy  Heritage  (Parkes),  High  School  Diploma.  Married  Mr. 
Parkes,  June,  1904.  Teacher,  Starr  Valley  School,  1902; 
Snake  Valley  School,  White  Pine  Co.,  1904-  Osceola,  Ne- 
vada. 

Lotta  Sybil  Howe,  High  School  Diploma;  B.  L.,  Mills  College, 
Oakland,  Calif.,  '02.  Teacher,  Sodaville,  Nevada,  1902-04. 
Student  Assistant  in  English,  Nevada  Univ.,  Reno,  Nevada. 

Florence  Lamb  (Peacocke),  High  School  Diploma.  Married 
George  M.  Peacocke,  March  12,  1903.  Teacher,  Gregory 
School,  White  Pine  Co.,  Nevada,  1900.  Principal,  \\\y  Pub- 
lic School,  Nevada,  1902.  Teacher,  Duck  Cn-ok  School, 
White  Pine  Co.,  1902-03.     Ely,  Nevada. 

*  Mattie  Robin.son  Mclntyre,  High  School  Diploma.  Tcmhcr,  .Al- 
pine, Churchill  Co.,  Nevada,  1900;  Lake  Sclu)ul,  Humboldt 
Co.,  1902-     Died,  1903. 

Sadie  Mitchell,  (Grammar  Grade  Diploma,  1898),  High  S<1h»>1 
Diploma.     See  Class  of  '98. 

Cornelia  Parish  (Shaver),  Grammar  Grade  Diploma.  Married 
Edgar  N.  Shaver,  June  18,  1902.  Teacher,  Loyallon,  Calif., 
1900-02.     Reno,  Nevada. 

197 


TRI-DECENNIAL  CELEBRATION 

Marie  Kvelyii  Richards  (Trickey),  High  SchcxDl  Diploma.  Mar- 
ried William  Trickey.     Teacher,  Bishop,  Calif.,  1898-01. 

Marye  V.  Williams,  Grammar  Grade  Diploma.  Teacher,  Gold 
Hill,  Nevada,  1900;  Wabuska,  Lyon  Co.,  1902- 

1900 

Gdna  Willma  Bean,  High  School  Diploma.  Teacher,  Clover  Val- 
ley School,  Elko  Co.,  Nevada,  1900;  Franktown,  1902;  An- 
derson School,  Washoe  Co.,  1904-    Reno,  Nevada. 

Alice  Comerford,  High  School  Diploma.  Teacher,  Buffalo  School, 
Washoe  Co.,  Nevada,  1900;  Verdi,  1902- 

Teresa  Janet  Fitzgerald,  High  School  Diploma.  Walkerville, 
Mont. 

Vernie  Adelia  Frazer  (Wedekind),  High  School  Diploma.  Mar- 
ried L.  G.  Wedekind,  April  7,  1901.  Teacher,  Winnemucca 
School,  Washoe  Co.,  Nevada,  1900.     Reno,  Nevada. 

Edith  Hart,  Grammar  Grade  Diploma.  Teacher,  Sweetwater,  Es- 
meralda Co.,  Nevada,  1900.  In  Telephone  Office,  Tonopah, 
Nevada. 

Sadie  May  Hatherell  (Plummer),  High  School  Diploma.  Married 
George  Plummer,  July,  1903.  Teacher,  School  No.  11, 
Lyon  Co.,  Nevada,  1900. 

Martha  L.  Hinch,  Grammar  Grade  Diploma.  Teacher,  Douglass, 
Esmeralda  Co.,  Nevada,  1900;     Virginia  City,  1902- 

Llora  E.  Hurff,  Grammar  Grade  Diploma.     Elmwood,  111. 

Frances  Kerby,  High  School  Diploma.  Teacher,  Butte  School, 
Plumas  Co.,  1900-01;  Lewis  Mill,  Plumas  Co.,  Calif.,  1901-04. 
Asst.  Principal,  Winnemucca  Public  School,  Nevada,    1904- 

Margaret  Veronica  O'Brien  (Whitworth),  High  School  Diploma. 
Married  F.  Whitworth,  Dec.  19,  1901.  Teacher,  North 
Ruby  School,  Elko  Co.,  Nevada,  1900-01;  Secret  Valley 
School,  Elko  Co.;  Shoshone,  White  Pine  Co.;  Willow  Point, 
Humboldt  Co.     Reno,  Nevada. 

Mae  Pearson  (Connell),  Grammar  Grade  Diploma.  Married  Virgil 
Connell,  1901.     Coleville,  Calif. 

Ada  Belle  Pitt  (Baker),  Grammar  Grade  Diploma;  High  School 
Diploma,  1901.  Married  Frank  Baker,  1903.  Lovelocks, 
Nevada. 

198 


CATALOGUE   OF  GRADUATES 

Sara  May  Pollock,  Grammar  Grade  Diploma.     Teacher,  Monitor 

School,   Nye  Co.,   Nevada,   1902;  Gleudale  School,  Washoe 

Co.,  1904-     Sparks,  Nevada. 
Myrtle  Montrose,  High   School  Diploma.     Teacher,  Bodie,  Calif.; 

Sweetwater,  Ksmeralda  Co.,  Nevada,  1904-     Bodie,  Calif. 
Isabel  A.  Nay,  Grammar  Grade  Diploma.     Teacher,  Deer  Lodge 

School,  Lincoln  Co.,  Nevada,  1902. 
Ethel  May  Peckham,  High  School  Diploma.     Teacher  Chiatovich 

School,    Ksmeralda    Co.,    Nevada,    1900;    Anderson    School, 

Washoe  Co.,  1902-04;  Wadsworth,  1904- 
Mabel    M.    Spinner,    High    School    Diploma.     Teacher,     Italian 

Ranch  School,  Eureka  Co.,  Nevada,  1900;  Eureka,  1902- 
Florence  Rosalind  Wittenberg,  High  School  Diploma.     Teacher, 

Panaca,  Lincoln  Co.,  Nevada,  1902;  Ogden,  Utah.     Eureka, 

Nevada. 

I9OI 

Miranda  Ray  Arms,  High  School  Diploma;  B.  A.,  '03.  See  Col- 
lege of  Arts  and  Science,  Class  of  '03. 

Laura  G.  Bailey,  Grammar  Grade  Diploma.  Teacher,  Smith 
Creek  School,  Elko  Co.,  Nevada.  1901-04.  2916  Puget  Sound 
Ave.,  Taconia,  Wash. 

Helen  Banta,  High  School  Diploma.  Teacher,  Deer  Lodge  School. 
Lincoln  Co.,  Nevada,  1904-     Reno,  Nevada. 

Louise  Banta,  Grammar  Grade  Diploma.  Teacher,  Jackson 
School,  Elko  Co.,  Nevada,  1902;  Red  Rock  School,  Washoe 
Co.,  1904-     Reno,  Nevada. 

Alice  Mabel  Beck,  High  School  Diploma.     Sutro,  Lyon  Co.,  1901- 

Margaret  Henry,  Grammar  Grade  Diploma.  Bookkeeper,  Reno 
Mill  and  Lumber  Co.,  Reno,  Nevada. 

Laura  Lawrence,  High  School  Diploma.  Teacher,  Lincoln  School, 
Plumas  Co.,  Calif.     Greenville,  Calif. 

Lillian  Lodge,  Grammar  Grade  Diploma;  Trained  Nurse,  City 
and  County  Hospital,  San  Francisco,  Calif.,  '04.  Teacher, 
Eairview  School,  Humboldt  Co.,  Nevada,  1901-02.  Head 
Nurse,  Whitaker  Hospital,  Reno,  Nevada,  1904- 

Minnie    Elizabeth    Petttinger,    High    School   Diploma.     Teacher, 


199 


TRI-DECENNIAL   CELEBRATION 

Round   Valley   School,   Lincoln   Co.,    Nevada,   1902;  Dutch 
Flat  School,  Lincoln  Co.,  1904-     Kershaw,  Nevada. 
Ada  Belle  Pitt  (Baker)  (Grammar    Grade  Diploma,  1900),    High 
School  Diploma.     See  Class  of  '00. 

Hicksey  May  Wilson  (Robertson),  High  School  Diploma;  B.  A., 
'03.     See  College  of  Arts  and  Science,  Class  of  '03. 

1902 

Mary  Lea  Benson,  High  School  Diploma.     Teacher,  Rabbit  Creek 

School,  Elko  Co.,  Nevada,  1902;  Clover  Valley  School,  1904- 

Wells,  Nevada. 
Minnie  May  Bradshaw,  High  School  Diploma.     Teacher,  Central 

School,    Humboldt  Co.,   Nevada,  1902;   White    Rock,    Elko 

Co.,  1904- 
Bessie  Sarah  Buchanan,  High  School  Diploma.     Teacher,  Cortez, 

Nevada,  1902- 
Virgil    Buchanan,     High     School    Diploma.     Principal,    Cherry 

Creek  Public   School,   Nevada,    1902;    Ruby    Hill,    1903-04; 

Gardnerville,  1904- 
Regina  lone  Erickson,  High  School  Diploma.     Teacher,  Pleasant 

Valley  School,  Elko  Co.,  Nevada,  1902;  Tonopah,  1904- 
Lillian    Martha  Harley,    High    School   Diploma.     Teacher,    Fish 

Lake  School,  Esmeralda  Co.,  Nevada,  1902-     Dyer,  Nevada. 
Clara  ]\Iae  McCormack  (Rogers),  High  School  Diploma.     Married 

Frank  Rogers,  November,  1903.     Reno,  Nevada. 
Lucy  McDermott,  High  School  Diploma.   Virginia  City,  Nevada. 
Mattie  McMuUen,  High  School  Diploma.     Principal,  Wells  Public 

School,  Nevada,  1902- 
Aloysia   Bernadetta   O'Leary,   High    School    Diploma.     Teacher, 

Huntington,  Elko  Co.,  Nevada,  1904- 
Harriet  A.   Peckham  (Brooks),   High    School   Diploma.     Married 

Philip    Brooks,    1903.     Teacher,    Leetville,    Churchill   Co., 

Nevada,  1902.     Reno,  Nevada. 
Zena  M.  Roberti,  High  School  Diploma.     Teacher.    Willow  Creek, 

Humboldt  Co.,  Nevada. 
Elizabeth  Sanger,  High  School  Diploma.     Teacher,    McDermitt, 

Nevada,    1902;   Chiatovich    School,    Esmeralda    Co.,    1904- 

Dyer,  Nevada. 


CATALOGUE   OF  GRADUATES 

Mary  McKee  Scott,  High  School  Diploma.  Teacher,  Carlin,  Ne- 
vada, 1904- 

Louise  Janette  Sweeney,  High  School  Diploma.  Teacher,  Clear 
Creek  School,  Ormsby  and  Douglas  Counties,  Nevada,  1902- 
Carson  City,  Nevada. 

Elizabeth  Maude  Treglone  (Eason),  High  School  Diploma.  Mar- 
ried Joe  Easou.Jr.,  June  16,  1903.  Teacher,  Silver  Creek, 
Lander  Co.,  Nevada,  1902-03.     Edgemout,  Elko  Co.,  Nevada. 

Harriet  Weeks  (McCarran),  High  School  Diploma.  Married  Pat- 
rick A.  McCarran,  Aug.  10,  1903.  Teacher,  Clover  Valley 
School,  Elko  Co.,  Nevada,  1902.     Reno,  Nevada. 

Elizabeth  J.  Wright,  High  School  Diploma.     Reno,  Nevada. 

1903 

Emily  Berry,  High  School  Diploma;  Student,  College  of  Arts  and 

Science,  1903-     Reno,  Nevada. 
Alice   Cahill,  Grammar    Grade    Diploma.      Teacher,    Grautvillc 

School,  Nye  Co.,  Nevada,  1904-     Silver  City,  Nevada. 

Margaret  A.  Conaway,  Grammar  Grade  Diploma.     Caliente,  Ne- 
vada. 
Anna  Caroline  Damm,  High    School    Diploma.     Teacher,  Smith, 

Lyon  Co.,  Nevada,  1904- 
Adolphine  Bertha    Finck,   Grammar   Grade    Diploma.     Teacher, 

Halleck,  Nevada,  1904- 
Helen  Hale  Hamlin,  High  School  Diploma.     Teacher,  Stillwater, 

Churchill  Co.,  Nevada,  1903-04.     Sierraville,  Calif. 
Annette  Kerby,  High  School    Diploma.     Teacher,   Modoc,  Calif.. 

1903-04;  Johnsville,  Calif.,  1904- 
Anuie  Veronica  Myers,  Grammar  Grade  Diploma.     Kettle,  Culif. 
Mary  North  (B.  A.,  '95),  High  School  Diploma.     Sec  College  of 

Arts  and  Science,  Class  of  '95. 
Bertha  Pursel,  Grammar  Grade  Diploma.     Wabuska,    I. you  Co., 

Nevada. 
Minnie  Roberts,  High  School  Diploma.     Teacher,  Signal  School. 

Elko  Co.,  Nevada,  1904- 
Gertrude  Sheehy,  High  School  Diploma.     Teacher,  Virginia  City. 

Nevada,  1903- 


TRI-DECENNUL   CELEBRATION 

Maud  Warren,  High  School  Diploma.     Teacher,  Jackson  School, 
Elko  Co.,  Nevada,  1904-     Wabuska,  Lyon  Co.,  Nevada. 

1904 

DoUie    Adeline    Blevins,    Grammar    Grade    Diploma.     Teacher, 

Mountain  Home  School,  Elko  Co.,  Nevada.     Deeth,  Nevada. 
Sarah  Chase,  Grammar  Grade  Diploma.    Teacher,  Scott  School, 

Lassen  Co.,  Calif.,  1904-     Cuba,  Calif. 
Eloise    Elizabeth    Elliott,    Grammar    Grade    Diploma.     Teacher, 

Bridgeport,  Calif.,  1904- 
Eunice    Edna    Hamlin,  Grammar    Grade    Diploma.     Sierraville, 

CaUf. 
Emma  Claribel   Regli,   Grammar  Grade  Diploma.     White   Rock, 

Elko  Co.,  Nevada. 


Addenda 


College  of  Arts  and  Science 
1902 

Harry  Jameson,  B.  S.  (Gen.  Sci.)     With  U.  S,  Geological  Survey. 
Mine  Surveyor,  Goldfield,  Nevada,  1904- 

1903 

Saxe  Milton  McClintock,  B.  S.  (Gen.  Sci.)     With  U.  S.  Geological 
Survey,  Wadsworth,  Nevada. 


Higher  Degrees 

Conferred  for  Work   Done 


Master  of  Arts 
1903 

Joseph  Alfred  Williams,  M.  A.  (.Soc.  Sci.);  H.  A.,  Washingtou 
Univ.,  St.  Louis,  Mo.,  '02;  Fellow  in  Ethics,  Columbia,  1903- 
Colunibia  University,  New  York,  N.  Y. 


Mining    Engineer 
1900 

John  Mitchell  LaFayette  Henry,  M.   E.;   B.   S.  (Min.   ivng.).   '96. 
See  College  of  Engineering,  Class  of  '96. 

1903 

Emmet  Derby  Boyle,  M.  E.;  B.  S.  (Min.    Eng.),   '99.     See  College 

of  Engineering,  Class  of  '99. 
Arthur  Page  Mack,  M.  E.;  B.  S.  (Min.  luig.),  '9O.     See  College  of 

Engineering,  Class  of  '96. 


20.1 


Honorary   Degrees 

Master  of  Arts 
1888 

Hannah  Keziah  Clapp,  M.  A.  Prof,  of  English  and  History,  Ne- 
vada Univ.,  1887-1891;  Librarian  and  Preceptress,  1891- 
1902.  Professor  Emeritus.  555  Lytton  Ave.,  Palo  Alto, 
Calif. 

1895 
Mary  Whitesides  Emery,  M.  A.  (Pedagogics)     Prof,  of  Education 
and  Principal   of  the  State  Normal  School,  1890-1902.     Pro- 
fessor Emeritus.     4638  Morgan  St.,  St.  Louis,  Mo. 


Bachelor  of  Science 
1900 

Edward  E.  Hardach,  B.  S.  (Min.  Eng.)  Married  Miss  Laura 
Arnold,  April  16,  189S.  Manager,  Knights  Deep,  Lmtd.. 
Germiston,  Transvaal. 


204 


THE  LIBRARY 

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